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Lonmian

Language

Workbook

Susan Maingay and
Chris Tribble

Lon

man

Langua

Workbook

Susan Maingay and
Chris Tribble

Longman mmm

MyMahbub.Com

CONTENTS

page

Introduction 3

Unit 1 Choosing the right word 1 5

Unit 2 Using words correctly 30

Unit 3 Writing 40

Unit 4 Preparing for an Examination 45

Unit 5 Vocabulary Development 52

Answer key 59

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INTRODUCTION

The Longman Language Activator.

The Longman Larrguage Activator is a dictionary for learners of English. Like
all Longman dictionaries, it has been written with the needs of the user very
much in mind. But it is a dictionary with a difference. It offers you much more
than a traditional dictionary in two important ways:

i) It is a “production” dictionary. That is, it actively helps you to write and to
speak English - not just to understand it. The Activator not only gives you
the meanings of words, it also shows you how to choose the exact word
or phrase you need from all the different possibilities. Then it shows you
how to use them correctly. (Units 1 and 2 tell you more about this.)

ii) It helps you at just that moment when most dictionaries let you down -
when you know what you want to say but you cannot find the words you
need to say it! The Activator’s unique approach takes you very quickly
from your first idea to the words you need to express it.

What will you find in the Activator?

A list of words in alphabetical order.

Like other dictionaries, the Activator is based on a list of words arranged in
alphabetical order. If you are interested in how to use a particular word, you
can look it up in the usual way. You will find it in its usual alphabetical
position.

Let us imagine that you have read the sentence:

A hostile army had taken control of the
capital.

You want to know more about the word
hostile. You look it up in the Activator and
find it in its usual position, between

hostage and hostility.

However, the entry does not give you the
meaning of hostile, as in an ordinary
dictionary, but suggests four strong ideas
related to the meaning of hostile. We call
the names for these ideas ‘Key Words’.

For hostile they are: AGAINST/OPPOSE
DIFFICULT
ENEMY
UNFRIENDLY

The sentence you are interested in is about an army, so the Key Word you
would probably want to look at in this case is ENEMY.

(The number in dark type after it tells you to look at section 2. We will find
out more about the sections of Key Words in a moment.)

When you look up the Key Word ENEMY in the alphabetical word list, you

host PARTY 4, PRESENT/INTRODUCE A SHOW 1 , 2
host: a host of LOT/A LARGE NUMBER OR AMOUNT 2
host/hostess PARTY 5
hostage KEEP SB IN A PLACE 4
hostile AGAINST/OPPOSE 1, DIFFICULT 9, ENEMY 2,
UNFRIENDLY 1

hostility AGAINST/OPPOSE 3

hot HOT 1, 2, 5, 8, HOT TASTE 1

hot: be hot off the press NEW 3

hot: burning hot HOT 1

hot: get hot/warm/hotter/warmer HOT 11

hot cakes: be selling like hot cakes SELL 15

hot potato: be a hot potato DIFFICULT 5

Introduction

will find a long entry giving you all the
words related to the idea ENEMY. At
section 2 you will see the explanation of
the word hostile.

A Make sure you read the word list
carefully as sometimes the word or
expression you are looking up will be
part of a phrase that is explained at a
different Key Word from the one you
might expect.

For example, you have read the
sentence:

She spent ages dressing for the interview,
as she was keen to make a good
impression.

You want to know more about the
meaning of make a good impression.
You look up impression in the word list
and find:

There is an entry for impression at
SEEM 7, but there are also seven other
entries in which impression appears,
do an impression is at the Key Word
IMITATE 6, get/have the impression is
at THINK SO/NOT BE SURE 1 , and so
on.

It is always worth spending a few moments looking down the alphabetical
word list for the phrase you need!

In this case, to find out more about make a good impression, you will need
the Key Word IMPRESS, section 1 reproduced on the opposite page.

impressed: be impressed IMPRESS 3
impression SEEM 7

impression: be under the impression THINK SO/NOT
BE SURE 1

impression: do an impression IMITATE 6
impression : get/have the impression THINK SO/NOT
BE SURE 1

impression: give the impression SEEM 1, SHOW/BE A
SIGN OF 3

impression: make a good impression IMPRESS 1
impression: make an impression IMPRESS 1
impression/imprint MARK 6
impressionable PERSUADE 10
impressionistic EXACT 9
impressive GOOD/EXCELLENT 4, IMPRESS 4

ENEMY

someone who you are fighting against in a
war

1 an enemy

2 used by or working for the enemy
1 an enemy

enemy foe

the enemy adversary

enemy /'ensmi/ [n C]

Even though these soldiers were our enemies , I couldn’t help
feeling sorry for them. | common enemy (=a shared enemy)
Britain and France decided to unite and fight against their
common enemy.

the enemy / 6i 1 ensmi / the country or group of people you
are fighting against in a war [n singular with singular or
plural verb in British English ]

How did the enemy get hold of this information? \ Anyone
found guilty of helping the enemy was sentenced to death by
firing squad.

foe /fsu/ a formal or literary word meaning a person or
country that wants to attack and defeat you or your coun-
try [n C]

Spain was once England’s greatest foe. \ Have courage
friends , and with God’s help we shall defeat our foes. \ As
we approached the camp a guard called out: “ Who goes there
- friend or foe?’’

adversary /'asdvs^d || -sen/ a formal or literary word
meaning a country or person that you are fighting against,
or that has strongly different aims and beliefs from yours,
and is therefore always a possible enemy [n C]

The peace talks proved that even great adversaries were
capable of cooperation. \ It became clear in April 1945 that
the USSR was no longer an ally of the US but an adversary. \
Symes grabbed his adversary ’ by the throat and wrestled him
to the ground.

2 used by or working for the enemy

enemy
hostile

enemy /'ensmi/ [adj only before noun]

They heard the sound of enemy aircraft above and ran to the
shelters. \ He had died in a surprise attack by enemy troops. |
Enemy gunfire blasted the building.

- hostile /‘hDstatl || 'haistl, 'haistail/ belonging to a coun-
try that wants to attack and defeat your country, and is
therefore dangerous [adj only before noun ]

Hostile forces have taken control of cities in the north of the
country. \ The reporter stayed for six months in hostile ter-
ritory reporting on the war.

Introduction

Now study the words from host to hot
potato again.

1 . Where in the dictionary will you look
for the meanings of the words in italic
type in the sentences below? Write
the Key Word and the section number
in the space provided. (The first one
has been done for you as an
example.)

a. He was the popular host of a TV quiz show in the 1980’s PRESENTJJNT&O^

b. The food came with a hot chilli sauce

c. My new colleagues were not very welcoming - almost hostile towards me.

d. The first settlers to America had to contend with a hostile environment.

e. We thanked the host and hostess and went home

f. A few foreigners are still being held hostage in Beirut

g. The President would like you to handle this personally, as the issue is something of a hot potato .

h. I’ve managed to get hold of a copy of Andrew Morton’s latest book, hot off the press.

i. The new car boasts a host of innovative features

j. People who live near the site of the proposed airport are understandably hostile towards the scheme.

host PARTY 4, PRESENT/iNTRODUCE A SHOW 1 . 2
host: a host of LOT/A LARGE NUMBER OR AMOUNT 2
host/hostess PARTY 5
hostage KEEP SB IN A PLACE 4
hostile AGAINST/OPPOSE 1 , DIFFICULT 9. ENEMY 2
UNFRIENDLY 1

hostility AGAINST/OPPOSE 3

hot HOT 1, 2, 5, 8, HOT TASTE 1

hot: be hot off the press NEW 3

hot: burning hot HOT 1

hot: get hot/warm/hotter/warmer HOT 1 1

hot cakes: be selling like hot cakes SELL 15

hot potato: be a hot potato DIFFICULT 5

1 to impress someone

impress come across well/

make an Impression come over well

make a good impression

impress /'irapres/ to make someone notice something
good about you so that they admire you [v T not in
progressive)

impress sb None of the people I've interviewed so far have
impressed me. \ What impressed the judges was the original-
ity of the dancers 1 performance. \ As a politician Evans had
the ability to impress people and influence events . | impress
sb with The young cancer patient has impressed doctors
with his courage and determination.
make an impression /,meik an im'prejan / to make
someone admire you the first time they see you, so that
they think of you favourably [v phrase)

There were some moderately interesting speakers but nobody
really made an impression. \ I think I made quite an impres-
sion - they were very interested in my computer experience. \
make an impression on The football players were trying
to make an impression on the national coach.
make a good impression /meik 3 jgud i,m'prej>n/ to
make someone admire or like you the first time they see
you, for example by dressing or behaving well [d phrase)
Everyone was dressed in their best clothes , eager to make a
good impression. \ I want to make a good impression when
I meet my boyfriend’s parents.

come across well/come over well / ,kAm skros 1 wel,
,k/un3UV3 r - |i -skrDis-/ if a person, speech, performance etc
comes across well or comes over well, the people who
are watching and listening remain interested and it
impresses them [u phrase)

It was her first time on TV, but she came across very well. \
The presentation came over well, so all that time we spent
was worth it.

The answers to this exercise are in the Answer Key at the back of the Workbook.

(For the rest of the exercises in the book we have just put the symbol T to
remind you to look in the Answer Key.)

Introduction

We have now seen how you can find the information you need about a specific word
by using the Activator’s alphabetical word list.

However, when you are using a foreign language there are many situations
when you know exactly what you want to say, but you don’t know how to say
it. In these situations, the Activator will lead you to precisely the right word,
starting from your own word knowledge.

Maps and Menus

Let us look in detail at how the Activator will help you when you do not know
the exact word you need to use.

It allows you to start from a very general idea or word and gradually leads
you to the precise word you need through carefully planned ‘Access Maps’,

‘Meaning Menus’ and ‘Menus of words and phrases’.

For example, you are in a hotel room in
which the air-conditioning has broken
down. You need a word meaning ‘very
hot and uncomfortable’.

It’s in here!

You decide to look up hot in the
Activator.

When you find it you will see an ‘Access
Map’:

• Access Maps

Access Maps help you to choose
between a number of quite different
meanings or ideas which may be
expressed by the same word in English.

For example, this one for HOT offers
you two different ideas or Key Words,

HOT - covering all the words relating to
the idea ‘hot in temperature’, and HOT
TASTE - covering all the words relating
to the idea ‘have a hot taste’.

& (Notice that not every word you look up
will have an Access Map - only the ones
which have several main ideas.)

Which Key Word will you look up to find
the word that is stronger than ‘hot’
meaning ‘very hot and uncomfortable’,

HOT or HOT TASTE?

You decide to look at the Key Word HOT. There you will find a ‘Meaning
Menu’.

hot HOT 1,2,5, 8, HOT TASTE 1

hot: be hot off the press NEW 3

hot: burning hot HOT 1

hot: get hot/warm/hotter/warmer HOT 1 1

hot cakes: be selling like hot cakes SELL 15

hot potato: be a hot potato DIFFICULT 5

hot

which meaning?

hot in temperature # HOT

have a hot taste - # HOT TASTE

Introduction

• Meaning Menus

These help you choose between words
with closely related meanings. Here is
the Meaning Menu for HOT:

Section 1 , for example, gives you all the
words you need for talking about
something that feels hot when you touch
it.

2. Which section will you look at to find:

a. words for describing hot foods or

drinks? 2 ...

b. words for describing objects,

liquids, foods etc that are warm,
but not really hot?

c. words for describing hot weather,

places etc?

d. words meaning ‘feeling hot’?

e. words for describing clothes that
make you feel warm and
comfortable when it is cold?

• HOT

1 words for describing something that feels hot
when you touch it

2 words for describing hot foods or drinks

3 words for describing objects, liquids, foods
etc that are warm, but not really hot

4 words for describing clothes that make you
feel warm and comfortable when it is cold

5 words for describing hot weather, places etc

6 words for describing weather or places that
are warm, but not really hot

7 words for describing weather or places that
are uncomfortably hot and where there is
very little air

8 feeling hot

9 hot because you are ill

10 words meaning how hot something is

11 to become hot or hotter

12 to make something hot or hotter

13 to make someone who is cold warmer

words meaning ‘to make someone

who is cold warmer 1 ?

Which section will you look at to find

the word meaning Very hot and
uncomfortable’ that you need to talk

about the hotel room?

# Menu of words and phrases

When you go to the numbered section you have selected from the Meaning
Menu, you will find a general definition followed by another menu of possible
words and phrases to choose from. If, for example, you go to section 7 of
HOT, you will find:

Introduction

general definition

Menu of words and phrases

Underneath the Menu of words and
phrases you will find all the words listed
in this section with their full dictionary
entries.

Now it is up to you to read through the
entries and select the word or phrase
you need.

4. Which word will you choose to
describe the hot and uncomfortable
room?

words for describing weather or places that
are uncomfortably hot and where there is
very little air

stifling/stifling hot

muggy/humid

oppressive

stifling/stifling hot /'staifliq, , staifliq 'hm< j| -‘ha:H/
a room that is stifling or stifling hot is very hot and is
difficult to breathe in [adj I

The room was stifling hot, and full of flies. | We sat inside
the hut, but it grew so stifling in there that we came out
again. | the stifling heat Helen sat uncomfortably in the
stifling heat of the railway carriage .

muggy/humid / 'niAgi, 'hjuimid/ weather that is muggy
or humid makes you feel uncomfortable because the air
feels wet, warm and heavy [adj]

In June the weather was often muggy in the evenings and
it was difficult to get to sleep. \ The climate stays hot and
humid all summer long. | it’s muggy /humid It’s been
really muggy the last few days, so we haven’t done much.

oppressive /s'presiv/ weather or heat that is oppressive
is very hot and unpleasant, especially because it feels as
if there is not enough air to breathe [adj]

As the sun climbed higher in the sky the heat grew gradu-
ally more oppressive. | it’s oppressive “It’s too hot Isn’t it?”
“Yes - it’s really oppressive. ”

It'S

in here!

Remember that there are various different ways of finding the word you
need. In the example below, you can see how different starting points can
still take you to an appropriate word for the context.

You can’t think of the word you need for the following sentence:

Her company is to with another small but successful one

next year, and together they will be a match for any of their rivals.

Look at these two different ways in which you can find the word you need:

Introduction

You can only think of the word UNITE. You are not
sure if this is right.

You start to search at UNITE and you find:

• UNITE

1 to join together with other people,
organizations, or countries in order to achieve
a shared aim

2 ways of saying that all the people in a group
unite in order to deal with a difficult situation

3 words for describing people, groups etc that
have united to achieve a shared aim

4 a situation in which people have united
because they share the same purpose

5 to make people, organizations, or countries
unite

6 ways of saying that a company or
organization joins together with another

7 to make two companies or organizations join
together

You can’t think of the correct word but you know it’s
got something to do with the companies joining
together.

You start to search at JOIN and you find:

join

which meaning?

join two or more
things together

JOIN STH
TOGETHER

join a club or
organization

JOIN AN
ORGANIZATION

people, organizations
etc join together

UNITE

take part in something
with other people

TAKE PART/BE
INVOLVED

member of a club or
organization

MEMBER

go or come somewhere
to be with someone

• WITH

You choose UNITE. You look at the meaning menu
for UNITE and you find:

You read the Meaning Menu
carefully and you choose
section 6:

6 ways of saying that a company or .

organization joins together with another

amalgamate

merge

amalgamate /a'maslgsmeit/ if two or more organizations
amalgamate, for example colleges, unions, or hospitals,
they join together to form a single organization [v I]

The two schools amalgamated in 1974. | amalgamate with
The women’s association has amalgamated with the men’s.
amalgamation /a , mselga 1 meij>n/ [n U] the amalgamation
of several small farms into one large agricultural unit
merge /m3: r d3/ if two companies or organizations merge,
they join together to form a single organization or company
[v I]

The two banks have announced plans to merge next year. \
merge with The Liberal Democratic Party has merged with
the Social Democrats.

merger [n C ] There were rumors of a merger between Ford
and Chrysler (=that Ford and Chrysler would merge).

Introduction

5. Can you fill in the correct word?

Her company is to with another small but successful one

next year, and together they will be a match for any of their rivals.

Practice using the maps and menus

6. Your best friend has just failed an important exam. You want to describe
how you feel towards him. You look up the Key Word SAD/UNHAPPY
and find an Access Map:

I sad SAD/UNHAPPY 1, 3, 9

sad: it’s sad PITY/IT'S A PITY 1

sad: make sb sad/unhappy SAD/UNHAPPY 11

which meaning?

feeling sad 4- • SAD/UNHAPPY

sad, angry etc because # UPSET
someone was unkind
to you, something
bad happened etc

feel sad for someone . $ SYMPATHIZE
who has a problem, is
suffering etc

Which Key Word will you choose from the Access Map?

7. Now decide which Key Word you would need to go to for the following
situations:

a.Your mother is feeling terrible
because she has just witnessed a
bad road accident. You want to
describe how she feels.

KEY WORD

b.You look out of the window in the
morning. The weather is cold and
dull. You want to describe how it
makes you feel.

KEY WORD

c.Your cousin has gone to see a
doctor because he feels sad all the
time for no particular reason. You
want to describe how he feels.

KEY WORD

d.Your friend had a party but no one
came to it. You want to describe
how she feels.

KEY WORD

Let us imagine that you have chosen to look at the Meaning Menu for
SAD/UNHAPPY.

• SAD/UNHAPPY

1 feeling sad or unhappy

2 feeling sad for a long time because you are
unhappy with your life

3 words for describing an occasion or a time in
someone's life when they feel sad or unhappy

4 words for describing someone who looks sad
or unhappy

5 extremely sad, especially because someone
you love has died or left you

6 to feel sad because someone has died, and
to show this in the way you behave publicly,
the clothes you wear etc

7 to feel unhappy and to pity yourself, in a way
that other people find annoying

8 words for describing someone who often
feels or looks sad

9 words for describing something such as a
story, film, tune, or piece of news that makes
you feel sad

10 words for describing a place or situation in
which it is difficult to feel happy or hopeful

1 1 ways of saying that something makes you feel
sad or unhappy

12 a sad feeling

13 what you say to tell someone not to be sad

8. Which section would you look at to
find:

a. words meaning ‘extremely sad,
especially because someone you
love has died or left you’?

b. words for describing an occasion
or a time in someone’s life when
they feel sad or unhappy?

c. words meaning ‘to feel unhappy
and to pity yourself, in a way that
other people find annoying’?

d. what you say to tell someone not
to be sad?

e. words for describing someone
who often feels or looks sad?

9. Now decide which section of SAD/UNHAPPY you will look at in order to
find the right words to use in the following situations. Write a number (or
numbers) next to each situation.

a. Your cousin has gone to see a doctor because recently he has felt sad

all the time for no particular reason ?..

b. The problem is made worse because of the place where he lives - he

has done nothing to make it look cheerful

c. Last night you saw a news report which made you cry.

d. Since his girlfriend left him, Jim spends all his time in the office just
sighing or staring into space. His colleagues were sympathetic at first,
but now they just find his behaviour annoying.

e. You want to tell Jim to stop looking so unhappy.

f. Maria is never bright and cheerful and always seems to be

complaining about things

g. A lady you know has lost her son, who was a soldier fighting in a war

overseas, and feels extremely sad

h. At half-time your football team is losing a match. You want to describe
the strong feeling they have that there is no hope of winning.

Introduction

If you do not know the English words for:

look them up in a bilingual dictionary in your
own language. Remember - the Activator is not the place to look for these
sorts of words.

The Activator Workbook

The Activator Workbook has been written to help you get the most out of the
dictionary.

In this introduction you have seen how to use the dictionary’s special
features to find the words you need. In the next two units you will find a
range of tasks to help you to explore the pages of the Activator in more
detail.

• In Unit 1 Choosing the right word you will have more practice in using
the Activator to help you find the words and phrases you need.

• In Unit 2 Using words correctly you will practise working with the
Activator’s clear information on grammar and usage in order to use your
chosen words appropriately.

Units 3, 4 and 5 contain practical activities which allow you to practise using
the Activator in authentic situations.

• Unit 3 Writing shows you how the Activator can help you in the many
different writing tasks which students of English are asked to do.

• Unit 4 Preparing for an Examination shows you how the information in
the dictionary will be useful for many of the tasks you will find in English
Language exams and tests.

• Unit 5 Vocabulary Development shows you the value of the Activator as
a means of increasing your vocabulary.

There is an Answer Key at the back of the book. Remember, the symbol
after an exercise reminds you to look there for the answers.

A As with all languages, there is not always just one right answer to every
problem, so in some cases we have given you sample answers which might
be produced by native speakers of English, but other combinations of words
will be equally possible. Don’t worry if your answers don't match the
samples!

You will also find various helpful and interesting essays in the front of the
Longman Language Activator itself, as well as a clear diagram of all the
features to be found in the text of the dictionary. At the back of the Activator
there is a useful list of all the Key Words.

We believe that the Activator is a significant step forward in the development
of reference books for students of English. The Workbook has been written
to help you get the best out of this exciting new learning tool. We hope you
enjoy using it.

UNIT 1 CHOOSING THE RIGHT WORD

In the Introduction we looked at the way in which the Activator is organized,
and practised using it to find the right word. In this unit we will look in more
detail at how the dictionary helps you to choose exactly the right word to say
what you want to say.

The Activator tells you:

- exactly what the word means

- what other words you can use with it

- what situation or context you can use it in

EXACT MEANING

Many words which share the same
general meaning cannot be used in quite
the same way because they do not
mean exactly the same thing.

For example the words stride, stroll
and tiptoe all mean WALK, but they all
have slightly different meanings, and are
used to describe the way in which
someone walks.

Notice that the Activator helps you in two
ways: first by giving a clear definition of
each word, and then by giving examples
of how the word is used.

stride /straid/ to walk quickly, taking large steps, espe-
cially because you feel confident, angry, or determined, or
because you are in a hurry [v I]

stride into/away/towards etc The interviewer strode con-
fidently towards me and shook my hand . 1 1 saw Max strid-
ing angrily away . | She strode quickly and purposefully into
the room, with her head upright.

stroll /straul/ to walk for pleasure in a slow and relaxed
way [i> I]

stroll along/through/across etc I strolled along the
beach with the warm sun on my face . | The young couple
strolled through the park, arm in arm . | In the evening
Madrid fills with people strolling unhurriedly from bar to
bar.

tiptoe / 1 tiptsu/ to walk on the front part of your feet but
not on your heels, because you want to avoid making any
noise [v I]

tiptoe past/ through/ around etc Bobby tiptoed past tits
daughter's bedroom so as not to wake her. \ They tiptoed from
room to room , afraid to speak above a whisper.

Unit 1 Choosing the right word

In the same way, chipped and cracked are both used to describe
something that is broken, but they have slightly different meanings and are
used to describe things which are broken in different ways.

Exercise 1.2

Write the most appropriate word underneath each picture.

broken

chipped

cracked

broken /'brsuksn/ [adj]

The floor’s covered in broken glass. \ Her toes were blue with
cold, her fingernails black and broken . | In the corner of the
room were a broken chair and a rickety old desk. \ Sam can 't
play - his leg is broken. \ How did this get broken?

chflpped /tjipt/ a cup, plate etc that is chipped has a small
piece broken off the edge of it [adj]

Why do I always get the chipped cup? | The food was care-
lessly served on chipped enamel plates.

cracked jkrsekt} something that is cracked is not com-
pletely broken, but has cracks on its surface as a result of
damage [adj]

Throw that jug away. It ’s cracked. \ She put on her cracked ,
steel-rimmed glasses. \ All the archaeologist unearthed was
some broken pottery and a few cracked tiles.

Exercise 1 .3

was

Jack, the phone’s

The coffee machine

Now look at the entries for BROKEN 1 and 2 in the Activator itself
and see if you can complete the following sentences. (The first one
has been done for you as an example.)

Jenny can’t come
skiing with us - her
leg’s .kfokefk...

He climbed over the

old fence.

My glasses were

The computer system
at the office has been

all

morning.

Exercise 1.4

Look at the Activator entries for WALK, sections 1 to 6, and see if
you can complete the following sentences. (Remember to look
carefully at the Meaning Menu to help you choose quickly between
the groups of closely related words.)

Unit 1 Choosing the right word

a. The bus didn’t come, so we watted to Maria’s house.

b. The street soon filled with smart young people along

with their friends, chattering and laughing in the cool night air.

c. A letter on his desk informed him that his services were no longer
required. Furious, he straight to the manager’s

office.

d. The sun was still blazing down as we up yet

another hill.

e. His ankle was very sore. He towards a chair.

f. The door was suddenly flung open and Murphy in,

bleeding badly.

g. She yawned, put on her slippers, and sleepily

down to the kitchen.

h. Her horse was lame so she had to finish the journey

i. You go if you like, but I’m not going to all the way

back there just to look for a glove!

j. The nurse found Mr Fisher back and forth outside.

“You can relax now,” she said. “It’s a boy!” w 4

A Remember that the way you feel about something will also influence
your choice of vocabulary. For example, in Western societies, people’s
attitudes to physical size and weight vary greatly. On some occasions you
will have to choose your words carefully in order to avoid offending people.

For example, how would you describe the three people in the pictures
below?

Exercise 1.5

Look at the Activator entries for FAT, sections 1-5, and find at least
two words to describe each of these people:

2 .

3 .

Unit 1 Choosing the right word

Exercise 1.6

Compare your ideas with a partner and other people in your class. Say
why you chose those words.

(We have suggested some answers in the Key at the back.)

b. Now see if you can find the best word from FAT to use in the
following sentences:

1 . He should do some exercise - he’s getting rather

2. My doctor says I’m ten kilos

3. He was only about four feet tall, a and

unattractive little boy.

4. I wouldn’t say you were fat, just pleasantly

5. Two big farm workers lifted the motorbike off my

legs.

6. The Health Education Council has produced some leaflets on the

problem of

7. You can’t be Santa Claus - you’re not enough!

8. The baby waved her little arms in the air.

Use the Activator to complete the tasks below.

slender

petite

dynamic

emaciated

tiny

boisterous

scrawny

squirt

energetic

skinny

slim

adolescent

confident

brash

self-assured

hyperactive

conceited

bigheaded

teenager
young woman

determined

single-minded

strong-willed

ruthless

vain

stuck-up

a. Look at the box of adjectives above. Some of them
are pleasant and positive, and others are unpleasant.

Now look at the picture of Laura Charisma, the pop singer.

Use the Activator to decide which of the above adjectives could be
used to help Laura’s reputation and career and which might damage it.
(To help you, the words in each group will be found at the same Key
Word.) Put the adjectives into the appropriate boxes on the next page.

Unit 1 Choosing the right word

b.lmagine you are either Miss
Sophie Stardust, a friend of
Laura’s in the pop world, or
Miss Sophie Sourgrapes, a
rival pop singer who hates
Laura. You are giving your
opinions in a TV interview.
Think what you might say
about:

her appearance
her personality
her singing
her performance style

Try to use some of the words you have put into the boxes above.
Remember that in his or her questions the interviewer could use
some of the words your character might not use.

eg Interviewer: Miss Stardust, the newspapers say Laura Charisma is
just a conceited teenager. What do you think?

We have started the interview off for you.

Interviewer: Now let me ask you, Miss , what were your first impressions

of Laura Charisma?

Sophie: ...Well, I first met her at a party in New York last year. I thought she was

Helpful/Not

damaging

Damaging

emaciated

Interviewer:

Sophie:

Interviewer:

Sophie:

Interviewer:

Sophie:

Interviewer: Well, thank you very much, Miss

(There are two sample answers in the Answer Key.)

Unit 1 Choosing the right word

WORDS WHICH GO TOGETHER

Knowing the exact meaning of a word does not mean that you will be able to
use it appropriately. You also need to know about the other words that go
with it. The Activator helps you to decide which adjective goes with which
noun, which noun goes with which verb, and so on.

• Adjectives which go with nouns

When choosing between two or more adjectives which have the same
general meaning, your choice will sometimes depend on the noun which you
want to describe. For example, the adjectives sour, stale and rancid are all
used to describe food which is decaying, but they are used with different
types of food.

Look at their entries, from the Key Word
DECAY:

Notice that the Activator has two ways
of helping you to choose the appropriate
adjective.

Firstly, in the definition it gives you a list
of the most typical nouns which go with
the adjective. So at stale it tells you that
‘bread, cake etc’ can be stale. (The ‘etc’
means ‘and things like these’, so in this
case it would tell you that biscuits,
crackers, and so on can also be stale.)

Secondly, in the examples the Activator shows the adjectives and nouns
used together in context: in the case of stale, We had nothing to give them
for lunch but stale bread and We’d better throw these crackers out - they’re
stale .

sour /saua 1 / milk, cream, wine etc that is sour tastes bitter
and smehs unpleasant [adj]

Some spilt milk, sticky and sour, attracted a cloud of insects . |
The wine was so sour that I couldn’t drink it.

stale /steil/ bread, cake etc that is stale is hard, dry, and
unpleasant to eat [adj]

We had nothing to give them for lunch but stale bread. \ We ’d
better throw these crackers out - they’re stale.

rancid /'raens^d / rancid butter/oil/fat (=tasting bitter
and smelling unpleasant) [adj]

The little hut was full of the smell of rancid butter and wood-
smoke. | go/ turn rancid (^become rancid) Most cooking
oils contain a stabilizing agent that prevents them from turn-
ing rancid.

Exercise 1.7

Use these Activator entries to put the following words into the right
boxes below.

ginger biscuits / cream / lard / sandwiches / fat / milk / olive oil / sponge cake / margarine / walnut cookies /
doughnuts

STALE

GfCtvg&y hnMMAfo

SOUR

RANCID

Unit 1 Choosing the right word

Exercise 1.8

a. Now use the Activator entry for WET 4 to help you correct the
mistake in the following sentence written by a student of English.

Remember to read both the definition and the examples carefully!

He caught a really bad cold because his socks were moist

b. Use the same entry to put the following words in the appropriate
boxes. (Some can go in more than one.)

gloves, handshake, soil, skin, chocolate cake, grass, walls, palms

DAMP

MOIST

CLAMMY

Exercise 1.9

Look at the entry for TEMPORARY 2, ‘ways of saying that
something is temporary’.

Try to find the best words to complete the following sentences.

A Read the sentences carefully, and note which nouns are being described by
the missing adjective. Then choose the most appropriate adjective to
describe each noun. All the information you need is in the definitions and
examples!

a. The government was unable to provide the leadership

necessary to bring about long term stability.

b. Sigrid was amused by the shower that the children had

made at the back of their summerhouse.

c reports will be submitted on completion of each phase of

the project.

d. The government’s attempts to solve our economic problems are nothing
more than measures. ■ B

• Nouns which go with verbs ; Typical subjects

Some verbs almost always have a particular noun or group of nouns as their
subject. The Activator will help you choose the best verb for a particular
context by showing the most typical subjects both in the definition and the
examples.

For example, look at the entry for verbs meaning ‘to stop working properly’ at
BROKEN 5 below. We have ringed the nouns which go with each verb.

Unit 1 Choosing the right word

Exercise 1.10

So when choosing which verb to use,
you would first consider whether the
thing that had stopped working properly
was a large machine, a part of a
machine, a particular type of machine
such as a car or a computer, and so on.

Notice that no typical subject is given
for go wrong or malfunction, the first
and last verbs given. This is because
they can apply to any kind of machine,
from a watch to a whole computer
system. (Notice, too, that the first few
words in a section are usually the most
general ones, ie the ones that can be
used in the most situations, such as go
wrong in this case.)

Complete Agnes Sorrel’s diary
entry for Friday 13th February,
using the entries at BROKEN 5.

5 to stop working properly

go wrong crash

break down pack up

cut out malfunction

fail

go wrong /, gau 1 tdx) || -'rouj/ [v phrase]

Modern computers don’t often go wrong. | go wrong with
If something goes wrong with your car , check the obvious
things first. \ Something’s gone wrong with this washing
machine.

break down / , breik 'daun / if if large ma chine^ especially
a vehicle, breaks down, it stopsworkirig completely [phr
v I]

She was late for the meeting because her car broke down. \
The elevators in this building are always breaking down.
breakdown /'breikdaun/ [n C/U] Red hazard warning
lights are installed in the car in case of breakdown (=in case
the car breaks down).

cut out / 1 kAt 'aut j i^^n"englne)cuts out, it suddenly stops
working [phr v I]

Every time Mark slowed down the engine cut out. | If the
machine overheats, the engine cuts out automatically.
fail /feil/ if ^Tpart of a~machln$ or foTaf jiece of electrical)
( fquipment ) fails, it stops working [y 1)

The brakes failed and my car ran into the car in front. \ In
the last ten minutes of the game, one of the television cameras
failed. \ One of the engines failed at 30,000 feet.
failure [n U] Investigators traced the cause of the crash to
engine failure.

crash /kraef/ if ^com puter or a computer system)crashes,
it stops working [v I]

My computer has crashed again so I can’t give you that infor-
mation right now. \ Hundreds of hospital records were wiped
out when the network crashed.

p ack u p / 1 psek r /vp/ an informal British expression: if a
dnachine lpacks up, it stops working, especially because it
is old [phr v I]

When this record player packs up. I’ll buy a CD player. They
won't know what to do if a pipe bursts or if the heater packs
up. | Don’t tell me the bloody grill's packed up.
malfunction /mael'fAijkJ^n/ a formal or technical word
meaning to stop working properly [y I]

This is a sign that the computer’s hard disk is malfunction-
ing. | Tape recorders or projectors may malfunction during
a presentation.

malfunction [n C] His job is to spot computer malfunctions
(^problems with the way the computer is working) and
deal with them immediately.

flWl/fM/WlW * j j

Unit 1 Choosing the right word

Friday 13th FEBRUARY

Today was jwst terrible. Everything

(i)

1993

First of all , juet as ( got to the traffic
lights near the office my engine suddenly

(2) and I couldnt get it

to start again - so there I was, stuck!

Then when ! got to the office I jound the

lijt had (3) so I had

to climb six flights 0 / stairs.

And the last straw came in the afternoon
when our whole computer network

So ( went home . But, just as ( was settling
down with a good booh my old electric jire

finally (5) and all the

electricity went ojj. So ( decided to call it
a day and go to bed .

Unit 1 Choosing the right word

Exercise 1 ,1 1

Exercise 1.12

Exercise 1,1?

LLi

Now look at the entry for WORKING/NOT BROKEN in the Activator.
Choose the best words to replace the words or phrases that have
been underlined in the following situations. Underline your
answers.

1 . The whole industry has been
waiting for this sector of the North
Sea oil field to start working .

a. go

b. come on-stream

c. function

d. be up and running

2. It took a little bit of time, but now
the engine works as smoothly as it
did when it was new.

a. goes

b. is operative

c. functions

d. runs

3. The museum staff cleaned the
musical box up and found that it was
still working .

a. operating

b. functioning

• Nouns which go with verbs: Typical objects

Some verbs must always have a particular noun or group of nouns as their
object. The Activator also shows you the most typical objects.

Look at the entry for CUT 6.

Which of the following things would you grate? Put a ✓ or a X in the
box beside the items. w

c. in working order

d. operational

4. This new family car uses
electricity.

a. goes on

b. is operative on

c. runs on

d. functions on

5. The crane should be fully
operative again by the weekend.

a. up and running

b. running

c. going

d. operational

meat L I cheese J carrots f] eggs L I Parmesan j spaghetti □ coconut ~1

Now look at the Key Word SWITCH ON OR OFF.
What kind of thing do you:

a. switch on?

b. put on?

c. set off?

d. put out?

e. set going?

f. start?

g. disconnect?

Unit 1 Choosing the right word

describing what Patrick did when he came back home after his
holiday. We have started you off.

Exercise 1.15

I Look at the sentence below:

I’ve warned her not to reminisce about that dreadful accident in front of the
children.

Is the sentence correct? Look up the Activator entry for reminisce. What
kind of things do people usually reminisce about? Put a ✓ or a X beside the
items in the following list.

a happy childhood lJ paying the rent _J an operation „ l schooldays^ life in prison □
a skiing holiday ! being mugged

A Notice that you will sometimes find the typical subject or object in the

definition at a section’s Menu of words and phrases, because it applies to all
the words in the section. It is therefore not repeated at the individual
definitions at that section.

For example, look at some of the section definitions from the Key Word
TURN, on the next page:

Unit 1 Choosing the right word

4 ways of saying that a road, river etc changes
direction

turn wind

curve twist

bend weave

turn }t3i T n( [u I]

Beyond the woods the path turns sharply and leads through
a gate into a farmyard \ turn north/south/east etc About
three miles from the ocean the river turns north. | twist and
turn The road twisted and turned right the way up to the
village.

curve /k3: r v/ to turn and change direction, in smooth
gradual curves [v I]

curve round/across/through etc Craven Way , an ancient
road, curves round the northern part of the island. \ The river
was a murkier green than the sea , curving away through the
jungle.

bend /bend / the place where a road, river etc turns [n C]
Drive carefully here , there are a lot of bends in the road. \
The boat had got into difficulty when negotiating a shallow
bend in the river. \ As you go round the bend there's a turn-
ing - my house is just up that road.
wind / waind/ if a road, path, or river winds, it frequently
turns and changes direction, in smooth curves [u I]
wind between/through/up etc A narrow road wound up
the hillside towards the little house. \ The path wound
through the orchard and between small beds of flowers.
winding [adj only before noun ] She hated driving on high
bridges and winding mountain roads .
twist /twist/ to frequently turn and change direction, espe-
cially in small but sharp turns [u I]
twist up/ through/towards etc We approached Assisi via
the chalky, dusty road that twists its way up Monte Su ba-
sh. | He could see only part of the canyon twisting down to
the plain below. \ A dry stream bed twisted through thick tree
roots.

twisting [ adj only before noun ] Wild flowers grew on either
side of the twisting path.

weave /wi:v/ to turn and change direction, especially
around things, in smooth curves [u I/T]
weave through/up/across etc The river weaved across the
plain , towards the sea. | weave its way the road that weaves
its way down to Rome

5 ways of saying that something such as a bird
or aircraft goes round in circles

circle

wheel

circle /'s3: r k3l/ to fly around above a particular place,
waiting for something [u I/T]

circle sth The plane circled the runway several times before
landing. ] circle overhead/above etc The birds seemed
enormous, and there were so many of them, circling above
us. | circle We all looked towards the sky where the vultures
were circling.

wheel /wi:l/ if birds wheel, they fly around in circles,
often changing direction [vl]

Gulls were wheeling over the beach. \ We watched the
swallows wheeling and darting and miraculously missing
each other.

Exercise 1.16

What kind of thing:

a. curves or winds?

b. overturns or turns upside down?

c. circles or wheels?

6 to turn your body when you are lying down
so that you face the opposite way

turn over
roll over

turn over /,t3: r n '3uv3 r / [phr v I]

Turn over and I'll give you a massage. \ She turned over onto
her side and went to sleep. \ Every time J turn over the bed
squeaks.

roll over /,r9ul 'suvs 1- / to turn your body so that it is
facing the opposite direction, in a single smooth movement
[phr v I]

The dog rolled over onto His back and waved his legs in the
air. | / heard the alarm clock but J rolled over and went back
to sleep.

7 ways of saying that something such as a
vehicle, ship, or plane turns upside down

turn upside down roll over

turn over capsize

overturn turn turtle

turn upside down /t3: r n ,Apsaid 'daun/ [v phrase]

The truck left the road and turned upside down on the hill-
side. | His little boat had turned upside down in the water. \
The stunt plane turned upside down and flew that way for
a moment.

turn over/,t3: r n 'suvs 1 / if a vehicle turns over, it turns
upside down, especially as a result of an accident [phr v I]
On impact the car turned over and burst into flames. | The
train was travelling so fast that when it came off the rails
it turned over onto its roof.

overturn /,3uv3 rl t3: r n/ to turn over, especially because
of an accident or strong wind [u I]

The truck had overturned, but it was only partially
damaged: \ The whole crew was drowned when their boat
overturned in a storm.

roll over / , r^ul 'suvs 1- / if a vehicle or ship rolls over, it
turns upside down because it is not correctly balanced [phr
vl]

Ships have stabilizers to prevent them from rolling over in
rough seas. \ The truck jackknifed and then rolled over.
capsize /kaep'saiz || 'kaepsaiz/ if a boat or ship capsizes,
it turns over in the water [u I]

On March 6 1987, the Herald of Free Enterprise capsized with
the loss of 193 lives. \ People were fighting for places in the
lifeboat and there was a real danger of it capsizing.
turn turtle / ,t3: r n 't3: r tl/ an informal expression: if a boat
or ship turns turtle, it turns upside down in the water
phrase]

We were just towing Tom's boat towards the harbour, when
suddenly it turned turtle and almost disappeared.

Unit 1 Choosing the right word

Exercise 1.17

Exercise 1.18

CONTEXT AND SITUATION

A third important factor that influences the words you use is the context or
situation in which you use them.

Are you being formal or informal; is the person you are communicating with
in a superior or inferior position in relation to you; do you need to be careful
not to offend or upset them?

The Activator helps you by telling you if a word is particularly formal or
informal and by giving other types of information about when to use it.

Use the Activator entries for SYMPATHIZE 2 and 3 to help you
decide on the best words to use in the following contexts.

Write a sentence for each of these situations.

a. You are an ambassador writing on behalf of your government after the
death of a head of state.

My government would like to take this opportunity to

b. You are writing to a close friend whose father has died.

c. You are writing a letter to a friend who has failed their driving test.

Now look at the entry for THANK, section 1 , in the Activator and
write a sentence for each of these situations:

a. You are writing a letter to a driver who helped a member of your family
after a serious car accident.

b. You are writing the introduction to your latest book and you want to thank
your colleague, Jenny Irons, for her help and advice.

c. You are writing a letter to accompany a present you are sending to a
friend of your sister's, who spent a lot of time doing some typing for you.

Unit 1 Choosing the right word

SUMMARY

This grid summarizes the points we have been making in Unit 1 . It shows
you how your choice of word will depend on:

- its meaning

- the words it goes with

- the context in which you are using it

buy

purchase

acquire

What it means

buy

buy, especially over
a period of time

What other words
you use it with

all

something big or
expensive

something such as
land, a company, or
a valuable object

What situation or
context you use it in

all

especially in
business

formal contexts

PRACTICE ACTIVITIES
ACTIVITY I

Complete the text for the following catalogue of kitchen equipment. (Entries
at CUT and SQUASH will help you with the words.)

a. The modern way to eggs for attractive salads.

b. Our electric knife lets you the Sunday roast or cut up a

frozen turkey with equal ease.

c. A stylish garlic press from Japan which can up to four

cloves in one easy action.

d all types of hard cheese with our GREAT new device!

Unit 1 Choosing the right word

e. A low-cost but efficient machine that can a kilo of beef in

under a minute.

f. For that real Italian flavour, your own coffee.

g your herbs the French way!

h. Problems with your sauerkraut? Now you can

cabbage or other hard vegetables in seconds. i

ACTIVITY It

Below is a description taken from the back cover of a 1950’s schoolgirl
detective story. Use the Activator to choose the right word from each pair
given.

In the (freshest / latest) book in the Anna
Temple series, we find the (fearless / valiant)
schoolgirl detective Anna Temple (being
active in / taking part in) yet another murder
mystery. A (corpse / cadaver) has been
discovered in the Library at Cholmondely
Grange. The victim has been (strangled /
smothered) with his own bootlaces. The police
have been brought in to (study / investigate)
the crime, but Anna Temple beats them to it
yet again! This (nailbiting / heady) story will
keep you (overexcited / on tenterhooks) until
the very last moment and will not fail to
satisfy the most (discriminating / pedantic)
reader.

UNIT 2 USING WORDS CORRECTLY

Exercise 2.1

Exercise 2.2

In Unit 1 we looked at how the Longman Language Activator helps you to
choose the right word or phrase to say what you want to say.

Once you have chosen the word you want, the Activator gives you all the
information you need to avoid making grammatical mistakes when using it. It
also helps you to find the right words to go with the word you have chosen,
and helps you to avoid using combinations of words which would sound
strange to a native speaker of English.

In this unit we will practise using this information so that you can both
choose and use your words with confidence.

GRAMMATICAL INFORMATION

One of the ways the Activator helps you with grammar is by giving short
phrases or “patterns” showing the different ways in which particular words
can be used, like this:

grammatical patterns

Look at this entry for depend on/
rely on from NEED 3. Use it to find
two possible ways of rewriting the
following sentences:

Many old people are relying on the
government. They need help with their
fuel bills this winter.

depend on/rely on / di'pend dji, r i 1 la i on || -a:n / if you
depend on or rely on someone or something, you need
them because they provide you with something that you
need [u T]

-Qdep end/ rely on sb/sth She's very independent - she
doesn 't like having to depend on other people. \ Businesses
that rely on government contracts are being hit badly by cuts
in public spending. j fdepend/ rely on sb to do sth Hospi-
tals depend on people to give blood so that there is enough
for transfusions. \ Many plants rely on birds to distribute
their seeds. | depend/rely on sb for Most women would
prefer to have a job of their own , rather than depend on their
husband for financial support. | depend/ rely heavily on
(=depend/rely a lot on) In the past Cuba was forced to rely
heavily on Russian aid.

dependence [n U] the baby's complete dependence on its
mother

Now decide whether the grammar used in the sentences below is
right or wrong. Use the Activator to help you.

Usually the information you need is shown in dark type; but sometimes you

will have to read the grammar information after the definition to find it.

For example, look at the entry for go for from CHOOSE, below:

grammar information - — _______

go for /' gsu f b: r / an informal expression meaning to
choose something because you are very attracted to it, or
interested in itHt; T not in progressive or passive ]

This shows you that you cannot say /
think 1 am going for the cream cakes or
The cream cakes were gone for by most

Whenever we eat out, she always goes for the most expensive
dish on the menu. \ I probably wouldn't normally go for a
foreign car but I really liked the steering on this one.

people.

Unit 2 Using words correctly

Rewrite the following sentences if their grammar is wrong.

a. Chris really enjoys to p/ay tennis.

. Qhtfi*. . Y.&pdbj. .

b. He couldn’t deter Jack going ahead with the expedition.

c. We failed getting the contract.

d. The doctor said it was dangerous, but she persisted smoking.

e. Mr Kohara explained how to operate the machine.

f. The police officer signalled us stop.

g. He fully expected being dismissed.

h. This new drug is representing a significant advance in the fight against
the disease.

i. The police accused him that he murdered t he girl.

• Prepositions

Exercise 2.3

The grammatical patterns given in the Activator are also particularly useful in
helping you decide which prepositions to use, both with verbs and nouns.

Look at these entries from COMPLAIN 1 and CONNECTED WITH 7 and
complete the sentence below.

complain /ksm'plein / to say that you are annoyed, dis-
satisfied, or unhappy about something or someone [u I/T
not in passive]

“ You never ask my opinion about anything,” she com-
plained . | They’ve already been given a 10% raise, so why
are they complaining? | complain about Local residents
have been complaining about the noise from the airport. \
complain that People complain that they don’t get enough
information. | complain to sb Stubbs complained to the chef
that the meat was overcooked. | complain bitterly
(=complain very strongly) Workers who had lost their jobs
left the factory complaining bitterly about the way they had
been treated.

relationship /ri 'leifanfip/ the way in which two things
are connected and affect each other, or the way in which
the connection can be explained [n C]

Interest rates and government spending are connected , but
the relationship is quite a complex one. | relationship to/
with What exactly is the company’s relationship to the steel
industry? | relationship between sth and sth The rela-
tionship between the government and the press is constantly
changing.

Many guests complained

was absolutely no relationship
the conditions there.

the hotel, and said that there
the holiday brochure and

Unit 2 Using words correctly

Exercise 2 A

Use the Activator to help you fill in the correct prepositions in
these sentences:

a. I took the shirt back to the shop and exchanged it a smaller size.

b. Many young people said they were bored school.

c. She finally convinced them her innocence.

d. The training course placed a lot of emphasis managing your time

well.

e. She can be very unpleasant at times - I’m sure she was gloating

my problems.

f. At the end of the year we were tested everything we had been

studying.

g. Write the instructions so that they are comprehensible the

average person.

h. They’ve discovered the money is missing. If anyone asks you, deny all

knowledge it. § Q

• Phrasal Verbs

The Activator also gives you a lot of information about phrasal verbs (verbs
consisting of a main word and a particular adverb or preposition) such as

drink up, knock down, tip off.

These verbs are marked [phr v] in the
Activator. Some cannot take an object
and are intransitive [I], eg team up.

With intransitive phrasal verbs the main
word and the adverb or preposition are
never separated.

Others take an object and are transitive
[T], eg cut out.

Some phrasal verbs are of course used
both transitively and intransitively, for
example wind up.

If the object of a two part phrasal verb is
a noun , it can usually come either after
both parts of the verb or between the
two parts:

eg Bill didn’t want the magazine

: so I cut the article out.

: so I cut out the article.

However, if the object is a pronoun
(it/her/them, etc), it must come between the two parts of the verb:

eg It was an interesting article, so I cut it out.

The grammatical patterns in dark type in the Activator entries will help you
get this right.

team up Up / to join together in order to work on

something together, especially in the areas of sport, busi-
ness, or the arts [phr u I]

team up with She teamed up with Nigel Birch and Jane
Edwards to write the book . | team up to do sth In 1979 MCA
and IBM teamed up to form Disco Vision Associates. | team
up If Seles and Graf were to team up, they would be unbeat-
able.

cut out /|kAt 1 aot/ to remove something by cutting all
around it [phr v T]

cut out sth You can cut out the bad parts and use the apples
for cooking, j She cuts out pictures of her favorite movie stars
and puts them on her bedroom walls. | cut sth/it/them out
Doctors are considering the possibility of cutting the tumour
out.

wind up /,waind Up / to gradually bring to an end an event
or activity such as a meeting that you are in control of,
making sure that it finishes at the right time [phr v I/T]
wind up sth I’d like to wind up this debate and take a vote. \
wind sth/it/them up Mark wanted to wind the meeting up
quickly because he had a plane to catch. | wind up About
40 minutes after the interview starts, the cameraperson will
signal to you to start winding up.

Unit 2 Using words correctly

A Notice that some verbs which are called transitive phrasal verbs in other
dictionaries are described as ordinary verbs in the Activator, ie as [v 7] or [v
I IT], for example: set about (at START DOING STH 2) or stump up (at PAY
FOR 2).

This is because they cannot be split like transitive phrasal verbs. But you do
not need to work out whether the verb can be split up for yourself - just look
at the patterns in the Activator!

Exercise 2.5

Now complete the sentences below using the verbs in brackets.

Be careful to note what kind of verb you are using!

a. “What should I do with this leftover food?” “Save it for George. Don’t
(throw away)

b. I lent Patty that library book on American art. I must (get

back) from her this week.

c. There’s Pedro at the door. Can you ? (let in)

d. The police were certain he was involved with drugs and later charged him

with (deal in)

e. Don’t forget Hisham’s relatives are coming too - have you

(allow for)?

f. If you want to get to the theatre by eight, what time do you want me to
(pick up)?

g. Don’t tell Brian there’s ice cream in the fridge. Last time he
(polish off) before we could get near it!

h. Taisto hated having his wife’s friends to stay, but he

(put up with) for her sake. w 0

Exercise 2.6

Rewrite these sentences to include the word or phrases in
brackets, but keeping the same general meaning. Use the Activator
to help you with the grammar of your new sentences.

eg: The photocopier has broken down again.

(go wrong) . . .

a. I do not intend to apply for the job.

(intention)

b. Ronald Biggs managed to escape from prison.

(break out)

c. He likes to tell other people what to do.

(fond)

d. She read the message several times, then destroyed it.

(tear up)

e. You look really good in that colour.

(suit)

Unit 2 Using words correctly

9 -

I think there has been a misunderstanding.

(seem)

The workers fear further job losses if they go on strike.

(for fear of)

She wandered round the exhibition holding her wine glass,
(in hand)

‘DOING’ VERBS

Sometimes you will not be sure of which verb to use with a particular noun.
For example, do you have or take a shower? Do you do or commit a

crime? Because the Activator gives phrases and examples it can help you

with such questions.

Look at the entries below:

do /du:/ [v T]

She does a lot of work for charily. \ Ido half an hour of exer-
cises every morning. \ Don't disturb, me now - I’m doing
something. \ Howard did some rapid calculations on the
back of an envelope. \ 95% of housework is done by women. \
Whatever kind of job you do, you should take pride in doing
it well. | do the washing/ cleaning/drying etc You wash
the dishes, and I'll do the drying.

have a shower (also take a shower in American
English) / ,hsev a 'JausL ,teik s '/au9 r / to wash your whole
body while standing under a shower [v phrase ]

I'll just have a quick shower and get changed. \ They usually
play squash for a half hour or so, take a shower and have
a couple of drinks in the bar.

commit /ka'mit/ commit a crime/murder/suicide/
adultery etc (=do something which is against the law or
which is morally wrong) [v T]

It ’s not sure yet whether she died naturally or committed sui-
cide. | Taylor is in prison for a crime he didn’t commit. \ We
were taught to pray every time we committed even a minor
sin.

We can see that you can say have a shower in British or American English,
and also take a shower in American English.

The entry for do says nothing about crime, but the phrase commit a crime
is in dark type at commit, so this is clearly the verb you need.

Exercise 2.7

Now use the Activator to complete the sentences below.

perform

You could get a lot of the information you need by reading the entries at DO
1 , but the most direct route to the answers is to look up the noun involved, ie
for the first sentence look in the alphabetical word list at washing up.
(Remember that sometimes the phrase you need is shown in dark type, and
sometimes you will have to read the example sentences to find it.)

a. When I came home, they were both in the kitchen the washing

up.

b. Marrying you was the biggest mistake I ever !

c. My hands are absolutely filthy. Is there somewhere I can a

wash before I go?

d. I’ll come along in about an hour - there are some jobs I have to

first.

Unit 2 Using words correctly

Exercise 2.8

Exercise 2,9

e. We’re a party to celebrate the end of term. Can you come?

f. Surgeons in the military hospital an average of 20 emergency

operations each day.

g. After a lot of thought, I finally a decision.

h. Police are convinced that the murders were all by the same

man.

i. Professor Vincent is a lecture on Greek sculpture this afternoon.

j. She some rapid calculations on the back of her folder, i 0

INTENSIFYING ADJECTIVES AND ADVERBS

You can use many different adjectives to talk about physical size: big, large,
enormous, tall, etc. But when you are talking about something which is not
physical, such as hunger, pain, or praise, which adjectives can you use to
express the idea of great degree or strength?

The Activator helps you by showing you which adjectives to use with this
sort of noun. (Sometimes the adjective will appear as part of a phrase in
dark type; sometimes you will find it in an example.)

For example, use the entry below to correct this sentence:

All my children have strong appetites.

All my children have

appetites.

Use the Activator to look up the
noun that is being described and
choose an appropriate adjective to
replace the one that is given.

a. My father is unfortunately a large drinker.

. & h&zy.y. .

b. She had an enormous hatred of any kind of injustice.

c. There was a very strong problem with the engine of our old car.

d. I felt a sudden big pain in my shoulder.

e. There has been huge controversy locally about the new measures.

f. I share your strong concern for the future of our community.

g. The article contained enormous criticism of the government.

appetite / ‘sep^tait/ the normal desire to eat that you have
when you are not ill or upset or have not just eaten a lot
[n C/U]

How’s his appetite? Is he getting enough to eat? | good/
healthy appetite (=desire to eat a lot) She’s certainly got
a good appetite. She finished off three bowls of rice in about
10 minutes . | spoil/ruin your appetite (=make you not
want to eat a meal) Don’t eat those cakes now. You ’ll spoil
your appetite .

Exercise 2.10

Unit 2 Using words correctly

h. He had a sudden big urge to call out to them.

• The Activator also shows you which adverbs to use with a verb or an
adjective.

adverbs

enjoy /in't^oi/ [v T]

enjoy doing sth My father enjoys playing golf at weekends. |
Angela's really enjoying working abroad . | enjoy sth I en-
joyed your party. \ Did you enjoy the game? | enjoy every
minute/moment of The class w as difficult, but Ian enjoyed
every minute of it. |(fhoroughlJ)enjoy (=enjoy every part)
Th anks for a lov ely weningflthoroughly enjoyed it. | enjoy
sth (Tmm enselyX= enjoy very much) It's a fascinating film
- we enjoyed it immensely.

In the sentences below, look up the verb or adjective that is being
described, and in each case find an adverb that would be more
likely to be used by a native speaker of English. Use the entries for
the verbs or adjectives to help you.

None of the answers are very or extremely , as these will go with a lot of
verbs; the Activator will guide you towards many more unusual adverbs
available in English.

a. . We strongly enjoyed the play last night.

. . . W& . t&vr.QtifjMy. . mj.v.yed . Ph&. pl&y.

b. I am very much interested in social problems in inner cities.

c. They were highly disappointed by their failure to win the prize.

d. The President strongly admires the work of this charity.

e. Keeping pets in college rooms is strongly forbidden.

f. “And you’re sure you saw Mr Burgess that evening?” “Yes, I’m extremely
positive.”

g. I don’t think Phil has perfectly recovered from the shock of his father’s
death.

h. The little girl sobbed and sobbed. She was obviously strongly unhappy.

Unit 2 Using words correctly

Exercise 2.11

Use the Activator to complete tables a and b below:

a. If a particular adverb can be used with the verb shown at the top, put a ✓
in the box.

For example, as we have already seen above, the adverbs thoroughly and
immensely can both be used with the verb enjoy, but strongly and the
others cannot. So the boxes for thoroughly and immensely are the ones
which should be marked with a ✓.

& Remember that a verb sometimes occurs at more than one Key Word, so
the information you need for this exercise may be at two or three places.

enjoy

approve

disapprove

disagree

recommend

regret

highly

deeply

thoroughly

✓

immensely

✓

strongly

bitterly

b. Now do the same for the adjectives severe, harsh and serious.

crime

criticism

damage

illness

problem

punishment

severe

harsh

serious

TYPICAL COLLOCATIONS T— "A

The Activator provides you with a great many ‘collocations 1 - fixed phrases
and expressions in English which are used a great deal by native speakers
and will make your writing and speaking seem more natural.

Look at this sentence:

She was a good player in her day, but now she's definitely too old.

Let’s look at the entry for OLD/NOT YOUNG 4 in the Activator.

We can see that there are several more interesting expressions we could
use.

Unit 2 Using words correctly

Exercise 2.12

Exercise 2.13

Fill them in below:

She was a good player in her day, but
now she’s definitely

In this case all of the expressions
in the section are equally appropriate,
but this will not always be true. As
always, read the definitions closely! You
will also find many useful phrases in
dark type among the examples.

4 informal expressions meaning too old to do
something

be past it

be over the hill

be a bit long In the tooth

be past it /bi: 'pcust it || - 1 paest-/ [v phrase ]

Talbot's past it - he should have given up playing basket-
ball long ago . | I’m starting to think I'm past it - I’m not
nearly as quick as I used to be.

be over the hill /bi: , 3 uv 3 r 6a 'hit/ If you are over the
hill, you are no longer young or attractive, and your mental
and physical abilities are getting weaker [u phrase]

Some of these young people think that when you're 30 you're
already over the hill. \ He’s always chasing after younger
women, but they all think he’s over the hill.
be a bit long in the tooth / bi: 3 bit ,lor] in ds 'tu:@ ||
-ib:g-/ a humorous British expression meaning old, espe-
cially too old to do something [v phrase]

A lot of the top English players are getting a bit long in the
tooth - Lineker’s past 30.

The following sentences are grammatically correct, but if you look
at the relevant Activator entries you will find other typical phrases
which you can use instead of the words in italic type to make the
sentences more colourful. Look for phrases this time rather than
individual words.

Read the definitions and examples at the section you choose carefully and
remember to look for phrases. The answers in the Key will give you the
phrase most likely to be chosen by a native speaker.

a. I can’t put this model together. The instructions aren’t exactly very clear .

.QYtyP&l .ole&tf'

b. The decisions about the future of the nuclear industry are being made
secretly.

c. After hours of washing and scrubbing the kitchen was very clean.

d. Research into the new vaccine is progressing very rapidly , and it should
be ready early next year.

e. I can’t stand any more of this - I’ve got to find another job. I’m really
bored with working in this office.

f. I’m not going to tell your children - that’s your responsibility.

g. He was furious when she said he’d never make a good teacher and
swore to make her admit that she was wrong.

Unit 2 Using words correctly

j. You’ve obviously got something important to tell me, so stop avoiding the
issue and get to the point!

REVIEW ACTIVITY

Below is a sample of a student’s work which has six mistakes marked in it.
Use the Activator to correct these errors and write the paragraph out again
below. (The Access Maps will be especially useful for this exercise.)

If we go for a stroll in a park we will likely^ see people running, jogging and
playing^ exercises there. You also often listen to (3) people speaking about
diet and sport in the office, at the bus stop and in the supermarket. There is
a sort of general fetish for < 5) these two subjects. Everybody is trying being ^ 6)
fit, athletic, slim and, therefore, healthy.

UNIT 3 WRITING

Exercise 3.1

Exercise 3.2

In this section of the Workbook you will use the Activator to help you prepare
for writing and to help you when you are actually composing a passage, a
letter, etc.

PREPARING TO WRITE

It is often useful to prepare word lists or ideas lists before you begin to write.
You can practise using the Activator to help you do this in the following
activities.

You have been asked to write descriptions of some new evening
dresses for a fashion magazine. (This means, of course, that you
have to say nice things about all the dresses!)

a. Look at BEAUTIFUUGOOD-LOOKING in the Activator
and make a list of eight words which you could use to
describe the outfit in the picture.

Which section will you use? 0

b. Now replace the word beautiful in the following text with
different words from your list. Write the sentences out
again below.

Pia is wearing a beautiful new creation by Giorgio
Feriman: a beautiful ball gown in beautiful rainbow
colours. It is worn here with a beautiful diamond necklace
and beautiful full-length gloves.

See the Key at the back for a sample answer.

Maria Sdderstrom works in a specialized New York agency which
helps people to find tenants for their houses.

She has to write an advertisement for a rather old-fashioned apartment. It
has a kitchen, a bedroom, and a tiny bathroom. It is in the middle of town
near a noisy railroad station. However, the rent will be quite low.

a. In order to help Maria write her advertisement, look at the words in the
table below, and then use the Activator to find other words she could use
to make the apartment sound more attractive.

Unit 3 Writing

This ia s very attractive
two bedroomed apartment in a
leafy suburb. The
accommodation comprises 2
spacious bedrooms, a
delightful, airy living room
with spectacular views and a
beautifully modernized
kitchen and bathroom.

There is good access to
public transport and nearby
parks. This will make a
perfect home for a young
professional with clients to
impress .

• OLD-FASHIONED

typical of a time in the past, and unsuitable
in the modern world

1 words for describing old-fashioned machines,
equipment, or methods

2 words for describing old-fashioned people
and their opinions or behaviour

3 someone who is very old-fashioned in their
ideas and opinions

4 words for describing ideas, methods etc that
are so old-fashioned that they seem stupid in
the modern world

5 pleasantly old-fashioned in a way that
reminds you of nice things from the past

For example, you want a word that

sounds more positive than old-fashioned. Look at the Meaning Menu above:

Which section will you choose? w 0

KEY WORD

SECTION(S)

WORD(S) CHOSEN

old-fashioned

small

cheap

interesting

near

comfortable

See the Key at the back for some suggested answers.

b. Below are some notes that Maria made about the apartment. They will
help you write your advertisement Remember, you must try to make the
apartment sound as attractive as possible but still tell the truth. (The
advertisement has been started for you.)

small - 'seed better word

okl'fershioned bedroom - need better word

kitchens and bathroom hawe old ecpuwpment - can we make this sound
interesting?

central location / railroad station, near / stores near
publio transport good

cheap to run / gas - eleotricitg bills verg low
low local taxes

excellent for single professional

Unit 3 Writing

Brooklyn area

This a delightful furnished apartment in a

very popular area of Brooklyn. It has

See the Key for a sample answer.

WRITING

railroad station

While you are composing a text, you often find that you are “stuck for a
word”. The Activator gives you a way of finding the specific words you need,
because you can look up just the idea that you want to express.

Exercise 3.3

You are going to America to see friends in Denver, but you have a
few questions about the arrangements. You write to your friend
Martin, who you’ll be staying with first, to ask his advice.

Fill in the gaps in the letter below - use the Activator to help you.

(There are some clues to the relevant Key Words on the opposite page, if
you need them!)

6-2, I'okome
AohodcU

MeguYO'kM'
Tokyo 153

27 .8.93

Dear Martin,

I was very pleased to hear that you can ....PM me IS?. (1) for a few days in

October. I have (2) for a holiday from October 1st - 21st, and I have

(3) a flight to New York on the 1 st.

Can you give me any good (4) on travelling around within the States?

Also, how long does a visa take to be (5)? And are there any health

(6) I should know about?

When I arrive, I’d like to (7) a car, as I have a lot of people to visit with and

I don’t want to (8) public transport. Can you (9) a good,

well-known company?

I’m getting real excited about my trip now, and I (10) to see everyone!

Love,

Unit 3 Writing

(1) STAY WITH SB, IN A HOTEL ETC

(6) RULE/REGULATION

(2) ARRANGE A MEETING, EVENT ETC

(7) BORROW

(3) BUY

(8) NEED

(4) ADVISE

(9) SUGGEST

(5) DEAL WITH

(10) WANT

• The Activator can also help you check that you are using the best word for
your purpose, and whether you are using it correctly.

Exercise 3.4

Two students have written about themselves in English as part of a
college magazine. They are not sure if they are using some of the
English words correctly. They have marked the words they are not
happy about.

Use the Activator to check if the words are appropriate. (Some of them
are fine!) Make any changes you think are necessary.

(You may find it a useful technique to start by looking up the queried word,
and then, if it does not seem correct, try looking at the section definitions in
the Meaning Menu to see if there is something more appropriate there.)

a. Xiao Mei (22)

I was born in Hong Kong. Both of my parents went there in the 1960s from
Guandong province. They travelled? (1 > down the river overnight and crossed
the border illegally. They had to stay in a camp for 3 years before they were let
to?< 2 > stay in the colony. Members of their family then helped them to settle in
home and they located? (3 > jobs in the new electronics industry.

I went to primary school in Kowloon. We had a flat with two rooms and I
resided? (4) there with my two other sisters and my mother and father. I went
to a good high school and studied to get into University. The Hong Kong
examination system is very severe? but I was very lucky and got a place at
the new Hong Kong Scientific and Technical University. I want to wind up?
my degree here and then initiate? (7 > my own computer design business.

b. Jean-Michel (27)

Like my parents, I was born in Nancy. My family was composed of? (1 > four
boys and a girl. I was the youngest boy and I think I was rather spoilt? (2)
because they were all so kind to me.

The first memory? {3) I have is about? (4) my fifth birthday party. I
remember strongly? {5) how frightened I was when a friend pulled a snake out
of my jacket pocket. I stripped it? {6) immediately and refused wearing? (7)
it for the rest of the party.

My life has not been unusual. I attended the Lycee and the Engineering
College in Nancy. Now I possess? (8) my own apartment and have a job with a
company that specializes about? (9) road construction.

c. Write about your own life in the same way. Use the Activator to add as
much variety to the vocabulary as you can...

If you are doing this activity in class, now read a partner’s account and let
them read yours. Discuss the vocabulary choices you have made and use
the Activator to help make any improvements you feel would be helpful.

Unit 3 Writing

FURTHER PRACTICE

Use the Activator during the preparation, composition and improvement of a
short piece of writing. You can write something that is:

• a task that is relevant for your own needs

• a writing task from an English Language examination you will be
taking

• a writing task in a course book you are using
or you can choose one of the activities given below.

If you are in class, exchange your work with a partner when you have
finished and see if you can suggest any improvements to each other’s work.

1950s

1960s

ACTIVITY I

Imagine that you have to write for one of the following magazines:

• a guide to good restaurants
« a popular young people’s magazine

Choose which magazine you want to write for, and then match it with a or b

below.

(You may find it helpful to make a list of useful words before you begin

writing, as we did earlier. We have suggested a few Key Words from the

Activator that will help to start you off.)

a. A review of a restaurant where
you have recently had a meal. (The
Key Words at AMOUNT (section 3),

CHEAP, EXPENSIVE, LIKE SB OR
STH and TASTE OF FOOD OR DRINK
will be useful.)

b. A description of a favourite hobby
or interest of yours that will
encourage other people to try it.

(The Key Words at DIFFICULT,

EASY, ENJOY/LIKE DOING STH,

INTERESTED, INTERESTING and
TAKE PART/BE INVOLVED will
be useful.)

ACTIVITY II

Write a short article on the fashion scene in the United
Kingdom. How has it changed over the years? Have
there been similar trends in your country? (The Key
Words at CHANGE/MAKE STH DIFFERENT,

COLOUR/COLOR, FASHIONABLE, MATERIAL and
STYLE/ELEGANCE will be especially helpful. Again, you might like to
make a list of useful words before you begin writing.)

UNIT 4 PREPARING FOR AN EXAMINATION

Many internationally important British and American English Language
examinations have sections in which you have to show your knowledge of
vocabulary and grammar. The Activator will help you prepare for these
exams.

In this unit we will practise three of the most important types of exercise in
these examinations: gap-fill, transformation, and vocabulary analysis
exercises.

USING THE ACTIVATOR
EXERCISE GROUP 1 - GAP-FILL

Type A : Multiple Choice - Sentence

In gap-fill exercises you have to choose
the best word for the context from four
possible words. The Activator helps you
choose.

eg: will be served during

the second interval,
a. foodstuffs b. nourishment

c. refreshments d. grub

The entry for FOOD 1 includes all four
of these words (although the words you
have to choose from will not always be
found at the same Key Word):

grub /grAb/ an informal word meaning food [n U]
Where’s the grub? I’m starving. \ Vera’s got a job at the
hospital dishing out grub and cleaning up.
refreshments /n'frejmsnts/ food and drink which is
served at a public meeting, a performance, or on a long
train journey [n plural]

Mrs Thompson has kindly offered to provide the refresh-
ments for the school sports day. | light refreshments (=a
small quantity of food) There will be an interval half way
through the performance when light refreshments will be
served.

nourishment /Wri/mant || 'n3:-, 'iia -/ the things that
are needed for life which you get from food [n U]

The foetus gets nourishment via the mother’s blood supply . |
A growing child needs proper nourishment and parents
should ensure that they are providing the right kinds of food.
foodstuffs / 1 fuidstAfs / a word used especially in business
or economics meaning particular types of food [n plural]
Romania is experiencing shortages of foodstuffs and impor-
tant raw materials. \ Restrictions have been imposed to give
Britishfarmers protection against the import of foreign food-
stuffs. | The policy has resulted in huge surpluses of food-
stuffs that are dumped on world markets at low prices .

Exercise 4.1

Can you find the right word for the sentence above?

(You do not have to write the word in the gap - just underline your answer at
a, b, c or d above.) v >fl

Exercise 4.2

Now answer the questions below. Remember, choose the best
word of the four, and just underline your answer!

The four words you have to choose from are not, as we said, always at the
same Key Word. However, as we found before, it is often useful to have a
quick look over the Menus of words and phrases at the sections of a Key
Word you look up, as it may save you having to return to the alphabetical
word list and back to the same Key Word.

1 . Stripping off their clothes, they slid gently into the refreshing

water.

a. crisp b. cool c. chilled d. cold

2. The King was executed on the morning of the 14th, and the headless

was exhibited to the citizens at the entrance to the city.

a. stiff b. torso c. corpse d. figure

3. The first job that you will need to do at the beginning of winter is to

the roses in your garden so as to prevent winter winds from

weakening their roots.

a. cut b. hack c, prune d. fell

Exercise 4.3

Unit 4 Preparing for an Examination

4. What time do you make it? I’ve sent my watch to be

a. repaired b. renovated c. patched up d. serviced

5. There was no escape from the screaming, homicidal which

surrounded the building.

a. mob b. throng c. collection d. swarm

6. You could depend on him to a time when it would cause

maximum inconvenience to the whole family!

a. nominate b. appoint c. pick d. earmark

7. At one point in the meeting there was a heated between the

chairman and Dr Bootle on a matter of financial policy.

a. tiff b. feud c. squabble d. exchange

8. They tell me it’s the work of a well-known local sculptor - but it just looks

like a heap of metal to me!

a. perishing b. putrid c. corroding d. decaying

Type B : Multiple Choice - Passage

Read the following passage carefully and choose the best word for
each gap from the list. Underline each word you choose. The first
example has been done for you, using the entry for FASHIONABLE
in the Activator.

There have been many significant changes in Britain in the post-war period,
but perhaps the biggest has been in the things we eat and the way we eat. These

changes have not just been associated with a particular short-lived (1) .

In many ways it has reflected a fundamental shift in the (2) of British

society. Up until the 1940s most food we had in this country was seasonal and

(3) at home; we ate strawberries in the early summer, apples in the

autumn and had little in the way of fresh fruit during the winter. To

C4) some variety in the winter diet, people (5) fruit and

vegetables and had developed a range of recipes which (6) the food

that was grown within these islands. Irish stew, steak and kidney pudding, the

meat pies of the different regions, made up a national (7) which was

varied and enjoyable.

Now all this has been lost. Yes, the C8) of produce I can buy from my

local supermarket is enormous, but why is it that I feel I no longer eat a meal
when I sit down at my dining table? Why do I feel that I am consuming a

product?

a. cult

b. vogue

c. craze

d. fad

(2)

a. sort

b. nature

c. kind

d. type

(3)

a. processed

b. boiled

c. prepared

d. concocted

(4)

a. insure

b. assure

c. certify

d. ascertain

(5)

a. reserved

b. preserved

c. conserved

d. saved

(6)

a. refined

b. improved

c. exploited

d. developed

(7)

a. food

b. cookery

c. cuisine

d. recipe

(8)

a. range

b. mixture

c. spectrum

d. gamut

Unit 4 Preparing for an Examination

Exercise 4.4

Find the best word or words to fill the gaps in the following
passage.

Remember that most of the words will fit the context; your task is to choose
the most appropriate one - and the Activator is designed to help you
choose.

Again, do not write the answers in the spaces, but underline them.

Early Years

When I first entered general practice I was living in a small community on the

east coast of Lake Huron. People expected me to be (1) of their last

physician, and they were both disappointed and upset when this didn’t turn

out to be the case. Although I had few (2) companions, I was a young,

unmarried and attractive woman who had been through one of the best
medical schools in the country, and I had a reasonable regard for my own

qualities. It was upsetting at first when professional (3) was ignored

and my patients insisted on second opinions for the most trivial of conditions,
but things became even more difficult when people started to spread malicious
(4) about my private life.

However, I decided that I would not let myself be made (5) even if there

were enough reasons to make anyone feel (6) . I followed my father’s

cure for all problems - plain old hard work. I got up early every morning,

(7) to my office, and followed my profession. This was in the ‘30s and

the level of poverty was (8) . Children didn’t have enough to eat and

mothers couldn’t feed them. Because I was sympathetic and able to give

practical help in some cases, my surgery became a (9) for women

trying to escape from the threat of domestic violence and the trap of poverty
and too many children. And ironically, as I (10) the poorest people in

the community, the middle class began to think that maybe I had something to
offer and started to beat a path to my surgery door.

(1)

an equivalent

b. a counterpart

c. a carbon copy

d. the spitting image

(2)

similar

b. like-minded

c. corresponding

d. matching

(3)

rules

b. regulations

c. etiquette

d. protocol

(4)

scandal

b. reports

c. speculation

d. gossip

(5)

homesick

b. miserable

c. dejected

d. wistful

(6)

inconsolable

b. blue

c. grieving

d. despondent

(7)

dashed

b. sprinted

c. jogged

d. ran

(8)

bleak

b. plaintive

c. mournful

d. heartbreaking

(9)

refuge

b. shield

c. safeguard

d. safe bet

(10)

fixed

b. treated

c. healed

d. operated

Unit 4 Preparing for an Examination

Exercise 4.5

EXERCISE GROUP 2- TRANSFORMATION

In transformation exercises you need to work out how to use the alternative
word you are given correctly.

eg : My doctor has advised me to give
up smoking.

RECOMMENDED

Answer: My doctor has recommended
that I give up smoking.

Now rewrite these sentences using
the word given underneath.

a. Elderly patients often find it difficult to
recuperate from common cold
infections.

SHAKE OFF

b. The Scud missiles were supplied by an unnamed arms dealer.
PURCHASED

c. She gave them back the collection of magazines.
RETURNED

d. The surgeon always operates on Wednesday mornings.
OPERATIONS

e. Agnes had been living very well ever since her aunt had left her half a
million dollars.

INHERITED

f. The president’s physician was concerned that Mr Coolidge had become
very fat since the election.

WEIGHT

g. Film producers hit upon the idea that they could keep costs down by
using local people to work in crowd scenes.

OCCURRED

h. The inquiry decided that the accident was caused by their supervisor.
RESPONSIBLE

recommend / , reka 1 mend / to advise someone to do some-
thing, especially when you have special knowledge because
of your job or because you have studied a situation closely
[vT]

recommend that Doctors recommend that all children be
immunized against polio and tuberculosis. | recommend
doing sth I would always recommend buying a good qual-
ity bicycle rather than a cheap one. | recommend sth The
Forsyth Report recommended stricter supervision of the trade
in live animals. | highly/thoroughly recommend /
thoroughly recommend that you take out insurance before
you travel. | strongly recommend I strongly recommend
that you get your brakes checked before you go on a long
drive.

Unit 4 Preparing for an Examination

EXERCISE GROUP 3 - VOCABULARY ANALYSIS
Type A : Alternatives

In this type of exercise you have to select the word or phrase that is closest
to the meaning of the word underlined in the sentence.

/h Be careful - often the words given as possible answers are very similar!

eg: It was a matter of chance that I should have rented an office in one of
the strangest communities in North America,
a. hired b. chartered c. leased d. borrowed

Look at the text f° r BORROW 3 in the Activator.

What information does the Activator give you about the kind of thing you can
hire, charter, or lease? You need a word that can refer to a room or
building.

Exercise 4,6

Underline the correct answer above. i Q

pxercise 4.7

Now find the best alternative words to replace the underlined words
in these sentences.

1 . The entire royal family was banished from the country immediately after
the revolution.

a. deported c. evicted

b. exiled d. extradited

2. As a result of the accident he found his leg was about to be amputated -
and in despair he appealed to his friends for assistance.

a. chopped off c. cut out

b. cutoff d. snipped off

3. Bobby put the magazine down and began to move away. He didn’t hurry :
there was no need.

a. dash b. speed c. accelerate d. rush

4. If Mr Ellis had not agreed to coach them after school, the hockey team
would never have made it to the finals.

a. educate b. condition c. train d. lecture

5. In many ways, this novel, published in 1951, was revolutionary in the way
it portrayed the problems of the rural poor.

a. defined b. explained c. analyzed d. described

6. An hour before he was due to make the announcement, the President’s

office sent a message to the news media that there would be a delay ,
a. a hold-up b. an interval c. a pause d. a lull

7. Please make sure that you arrive at 4.30 sharp .

a. religiously b. strictly c. on time d. on the dot

8. This paper represents an overview of research now in progress on the
institution of federal government in the United States.

a. an image b. a rundown c. an outline d. a portrait

Unit 4 Preparing for an Examination

Exercise 4.8

Type B : Word Meaning

In this type of exercise you have to explain the meaning of words in the
passage in their context. The Activator can help you understand the different
meanings a word can have.

Read the following passage and answer the questions given below.

Why skiers should plough their way through the small
print

Only one in four skiers reads the small print of their winter travel insurance
policies to make sure it provides adequate cover for their holiday needs,
according to a Gallup survey for Abbey National.

The research also shows that nearly half of those who book their skiing trip
through a travel agent or tour operator automatically accept the insurance
policy offered, believing it is a compulsory element of the holiday booking.

In fact, skiers, who need more specialized cover than that offered by standard
travel policies, should be particularly choosy about the policy they buy. It is
important to get a copy of the full policy wording to check exactly what is - and
is not - covered, and wise to shop around for the best quote.

{The Guardian, January 2 1993)

a. If you plough your way through something, is this because it is:

1. particularly entertaining?

2. long and boring?

3. probably incorrect?

b. What other word could you use instead of adequate ?

c. Give two words which mean not compulsory.

d. What do people do if they accept something automatically ?

e. What is a more formal word for choosy ?

f. What do you do if you shop around for something?

Unit 4 Preparing for an Examination

Exercise 4.9

Read the following passage and answer the questions given below.

It was as though their two minds had opened and the thoughts were flowing
from one into the other through their eyes. “I am with you,” O'Brien seemed to
be saying to him. “I know precisely what you are feeling. I know all about your
contempt, your hatred, your disgust. But don't worry, I am on your side!” And
then the flash of intelligence was gone, and O’Brien’s face was as inscrutable as
everybody else’s.

That was all, and he was already uncertain whether it had happened. Such
incidents never had any sequel. All that they did was to keep alive in him the
belief, or hope, that others besides himself were the enemies of the Party.
Perhaps the rumours of vast underground conspiracies were true after all -
perhaps the Brotherhood really existed! It was impossible, in spite of the
endless arrests and confessions and executions, to be sure that the
Brotherhood was not simply a myth. Some days he believed in it, some days
not. There was no evidence, only fleeting glimpses that might mean anything
or nothing.

(George Orwell, Nineteen Eighty-foui)

a. How do you feel about someone if you feel contempt lor them?

. if. you . feel, contempt, for . .you

b. What expression does someone who is inscrutable have?

c. What does the writer mean when he says “Such incidents never had any
sequel”?

d. What is a conspiracy ?

e. What is a myth ? Why does the writer say the Brotherhood might be one?

f. Explain the meaning of the adjective fleeting.

UNIT 5 VOCABULARY DEVELOPMENT

Exercise 5.1

Exercise 5.2

As you get used to working with the Activator, you wifi want to develop your
vocabulary by investigating the wide range of information it contains. The
following activities give you practice in doing this.

Finding the best words

INTELLIGENT and STUPID

Use the Activator entries for INTELLIGENT and STUPID/NOT
INTELLIGENT to find the best words for the following situations.

a. You are talking about a friend who has a reputation for being intelligent
and knowing a great many facts.

Nabila seems to know everything. She’s incredibly

b. You are writing about a politician who has a reputation for being both
intelligent and difficult to deceive.

Joseph Kennedy had the reputation for being remarkably

- both in choosing his political friends and his political

enemies.

c. You are annoyed with a friend who seems to be deliberately not
understanding you.

Oh, come on, Alan, don’t be so !

d. You are writing about a child who is finding it very difficult to make
progress in school.

It seems that Peter has severe and will need

special education during the next few years.

e. You are talking about an old lady who a lot of people go to for advice.

Ask Mrs Shipton - she always knows what to do. She’s very

Finding alternative words or phrases

It is often useful to be able to use alternative phrases or words as a
way of adding variety to your writing and speaking.

Find an appropriate phrase to replace the underlined words in each of the
sentences given below. Write the sentence out again using your phrase.

The first sentence has been done for you as an example.

a. James Fyfe is the man who borrowed £75 million last year to buy a large
department store.

James Fyfe is the man who took out a loan of £75 million last year

to buy a large department store

b. It is extremely dark down in the cellar.

Unit 5 Vocabulary Development

Exercise 5,3

c. As someone who hates being in a large group, I was horrified to see that
the stadium was very crowded .

d. Pam is a lovely lady, always very sympathetic and ready to listen to other
people’s problems.

e. The committee decided that it would like to thank the orchestra’s
conductor by arranging a gala concert on his birthday.

f. Once, when I was driving across Nova Scotia, I was extremely frightened
by the sudden appearance of a moose in my car’s headlights.

g. Christine’s got a new job. She’s very happy about it.

h. Flight BA 31 7, with the Belgian prime minister on board, almost struck a
stationary plane on the runway at Heathrow yesterday.

What words go with what words?

How quickly can you find things in the Activator? Try doing this
quiz in class or with a friend and see who can find the information
first.

2 a. What sort of things are plush ?

b. What kind of things are typically slow-moving ?

c. What sort of things might you rally ?

d. What sort of place might be described as sleepy ?

e. What sort of things might be misplaced ?

f. What types of kit might you use?

Unit 5 Vocabulary Development

g. What sort of things might be inexhaustible ?

j. What sort of things might be punitive ?

What preposition?

Exercise 5-4

Here is another quiz to help you check on prepositions that
commonly go with certain words. You will find the answers to these
problems in both the definitions and the examples the Activator
gives for words that you look up.

a. The critics complimented Sir Laurence yet another perfect

performance.

b. We all decided to dress up old clothes and go to the party as

tramps.

c. The US and the USSR spied each other throughout the

period of the Cold War.

d. Peter lost his appetite when he had the flu and just picked

his food for weeks.

e. Josien brought up several new points, none of which were relevant
the argument.

f. Our loss of important markets in East Asia unfortunately coincided
a serious fall in profits in our main American business.

g. I know you’re hiding something unpleasant from me, but I want you to be

straight me.

h. It’s a very dangerous area, notorious
fights.

drug dealing and gang

Increase your word power

Exercise 5.5

a. HIT

Find four ways of hitting a door. Write the verbs you find below:

b. THROW

Use the Activator to find the best words to describe these different ways of
throwing things. Write the verbs below each picture. (None of the answers is
throw\)

Unit 5 Vocabulary Development

c. Use appropriate words for hitting or throwing in the following
text. Write your answers in the gaps.

The larger of the two men (HIT) tapped w gently on the door. The

smaller man stood beside him holding the shotgun. Nothing happened, no one

answered. He (HIT) again with a little more force - his

hand closed in a fist. In the room, Mcllroy stood behind the door, gun raised,
holding his breath. Hare stood by the window, After a moment, the small man

started to (HIT) < 3) on the door repeatedly with the handle

of the shotgun. As the wood panels began to splinter. Hare lifted one end of the

massive Victorian table and (THROW) it upright so that it

stood against the door. Mcllroy felt in his pocket for something. It was black
and heavy. As the first panel fell into the room he gently, carefully (THROW)

the black, heavy thing into the space and then joined

Hare behind the table - holding his hands over his ears. The black heavy thing

(HIT) the wall of the corridor and fell to the floor. The big

man and the small man turned to see what had been (THROW)

They had enough time to see that it was a grenade. They

had time for nothing else. Orange flames and black smoke lifted them off their
feet and (THROW) (8) them against the broken door...

Finding the right word

Exercise 5.6

Use the clues to complete the crossword puzzle. We have done 1
Across and 2 Down to start you off.

(If you get stuck on one clue, move on to the next; the letters of one answer
will help you with others.)

Across

1 . The countryside is beautiful in Tuscany - very

6. The sink was full to the with dirty dishes.

7. Could you clear that mess for me?

8. This math problem is too difficult - I can’t figure the answer.

1 0. It was very dark and she had to closely at the letter to read it.

Unit 5 Vocabulary Development

11.1 hated seeing the animals in cages, so I set them all

12. “Are you sure that rat’s dead?” “Certain. Dead as a !”

15. Quick, get your head down! Someone’s shooting us!

16. Scientists assured the government that the gases did not pose a to

public health.

Down

2. Many women can only get part-time or t&m&wr&ry. jobs.

3. My sister told my father about me being punished at school - she’s so
sometimes.

4. “Last night Graham asked me to marry him, so we’re now !”

“Congratulations!”

5. I was very excited to be offered a job so soon, and I at the

opportunity. I start tomorrow!

9. Mrs Timms moved out of the Brooklyn apartment last week, so now I’m looking for a new

13. Have you got any large envelopes? I’ve run

14. Everyone now condemns the state’s activities during the Stalin

PRACTICE ACTIVITIES

These activities have deliberately been kept very general to provide a wide
range of ideas for students and teachers. They have been designed with a
class of students especially in mind, but will equally offer ideas to the
individual working on his or her own at home.

Unit 5 Vocabulary Development

1 . Choose an object and write four or five sentences to describe it without
mentioning its name. Use the Activator to help you if you get stuck.

eg It grows in hot countries. It weighs about two kilos. It’s prickly and very
juicy. You cut it into slices and remove the skin before you eat it.

What is it?

Then read out your description to the other people in your class and see who
can guess it first.

2. Choose a story that you know well in your own language (for example a fairy
story like Cinderella) and tell it in English.

3. First, make up a pair of sentences that have only a slight connection, like the
ones below. Then write a story using one as the first sentence and the other
as the last.

eg: First: My friend Gretel brought me a large plastic spider the other day.

Last: We swore we’d never play a trick like that on anyone again.

First: l visited my brother in hospital this morning.

Last: You can’t really blame the goat for what happened.

4. Write a letter applying for a job, mentioning

a. where you saw the post advertised

b. your personal details (your name, age, etc)

c. your qualifications and experience

d. when you could come for an interview

Entries at the Key Words CAN, GOOD AT, JOB/WORK and KNOW STH will
help to start you off.

(Remember to set your letter out carefully, giving your address, the date, and
the address of the person you are writing to. Begin ‘Dear Sir or Madam,’ or
‘Dear Mr/Mrs Smithers,’ and end, ‘Yours faithfully/sincerely’, as appropriate.)

5 The local newspaper has asked its readers for their views about the young
people of today. Choose one of the following roles:

i) You are an 1 8 year old.

ii) You are a 60 year old.

Write a brief letter to the editor giving your opinion of young people. Do you
generally approve or disapprove of them? Think about:

a. their manners Are they polite and helpful?

b. the way they dress Are they clean and tidy?

c. their habits Do they smoke/drink/take drugs?

d. their attitudes and ideas Do they respect old peopie/their parents/other

people in general? What do they think about
money/having fun/schoolwork, etc?

You will need to choose the words which are appropriate to your views. Think
which Key Words will help you with each idea.

(The Key Words BEHAVE, GOOD/MORAL, HELP, POLITE, RUDE/IMPOLITE,
WORK HARD and YOUNG will be useful to start you off. You might like to make
a list of useful words before you begin writing, as we did earlier.)

When you have finished, compare the different letters that have been written in
your class. Try to identify places where someone’s choice of words has helped
them to put their ideas across more clearly and strongly.

Unit 5 Vocabulary Development

Exercise 5.7

Exercise 5.8

a. Each person in the class has five minutes to invent a serious problem in
some detail.

eg: someone is making their life a misery in some way

they are having trouble working with someone in their office
they are in love with someone who does not even know they exist
The teacher chooses someone to explain their problem to the rest of the class,
and the class splits up into pairs or small groups to work out some possible
solutions. (The Key Words SUGGEST and ADVISE will be useful for offering
advice, and the Key Word SOLVE/DEAL WITH A PROBLEM also has a lot of
relevant vocabulary.)

Then the members of each pair or group in turn give the person who has the
problem the benefit of their advice. That person should try to find reasons why
each piece of advice offered is not the answer to their problem, to make the
discussion more lively! (It will help if they can look at the language covered at
the Key Words FAIL and NO while the others are working out their advice.)

b. Write a letter to the problem page of a magazine about your problem.

Explain it as clearly as you can, using the Activator to help you.

c. Then, if you are in class, exchange problem letters with someone and write
an answer to them as it would appear in the magazine from the ‘agony aunt’.

Debate

a. Choose either a statement about a topic of interest in your country at the
moment or one of the suggestions given below.

b. The class should split into two groups, one to argue in favour of the
statement you choose and one against it. {This statement is called ‘the
motion’ in a debate like this.)

c. Each side has ten or fifteen minutes to work out its arguments and make a
note of useful vocabulary from the Activator.

d. One person is then chosen to make a three minute speech explaining why
their side is in favour of the motion, which is answered by a similar speech
from the representative of the other side.

e. Then the debate is opened to all the members of the class, with either the
teacher or a class member acting as the chairperson.

f. After everyone has made their points, one person from each side is chosen
to sum up the arguments in two minutes, first in favour of the statement and
then against it.

g. Then a vote can be taken, with everyone allowed to vote according to their
true beliefs rather than as part of their group!

Possible topics

Using animals in scientific experiments is wrong.

Women should be allowed to do all the same jobs as men.

Old people should always be looked after by their families.

The use of private cars should be restricted to protect the environment.
Everything in an English language classroom should be in English.

ANSWER KEY

INTRODUCTION

1 . b. HOT TASTE 1

c. UNFRIENDLY 1

d. DIFFICULT 9

e. PARTY 5

f. KEEP SB IN A PLACE 4

g. DIFFICULT 5

h. NEW 3

i. LOT/A LARGE NUMBER OR AMOUNT 2

j. AGAINST/OPPOSE 1

2. b. 3 c. 5 d. 8 e. 4 f. 13

3. section 7

4. stifling or stifling hot

5. merge

6. SYMPATHIZE

7. a. UPSET b. SAD/UNHAPPY

c. SAD/UNHAPPY d. UPSET

8. b.3 c. 7 d. 13 e. 8

9. b. 10, 11 c. 9 d. 7 e. 13 f. 8 g. 5, 6 h. 12

10. a. depressed

My cousin’s been very depressed recently.

b. dismal

His apartment’s really dismal - it would get anyone
down!

c. heartbreaking

Did you see the report about Bosnia yesterday? It was
really heartbreaking.

d. wallow in

Jim’s been a real pain since he split up with his
girlfriend; he spends his days just wallowing in self-
pity.

e. cheer up

Come on, Jim, cheer up!

f. miserable

Maria always seems to be miserable.

g. inconsolable

Mrs Anderson has been inconsolable since her son
was killed.

h. gloom

At half-time the dressing-room was filled with gloom.

11.

a. b. c. d. e.

Key Word

REPAIR SHOP/ LINE TURN PRACTISE/

STORE PRACTICE

Section

chosen

Word

chosen

Answer

2 3 9 3 2

restore kiosk striped swerve rehearse

restored kiosk striped swerve rehearsed
or stripy
(British)

UNIT 1 CHOOSING THE RIGHT WORD

1.1 a. stride b. stroll c. tiptoe

1.2 a. chipped b. broken c. cracked

1.3 b. cracked c. not working (broken/bust/busted are
possible, though less likely.) d. broken-down e.
down f. out of order or not working

1.4 b. strolling (WALK 3)

c. marched (WALK 2)

d. trudged or plodded (WALK 4)

e. hobbled or limped (WALK 5)

f. staggered or lurched (WALK 6)

g. shuffled or shambled (WALK 5)

h. on foot (WALK 1 )

i. traipse (WALK 4)

j. pacing (WALK 2)

1 .5 a. 1 . chubby or plump (FAT 4)

2. plump (FAT 4) or portly or overweight (FAT 1)

3. fat (FAT 1) or obese (FAT 2)
b. 2. overweight (FAT 1)

3. dumpy (FAT 3)

4. plump (FAT 4)

5. hefty (FAT 1)

6. obesity (FAT 2)

7. fat (FAT 1) or stout (FAT 3) or tubby (FAT 4)

8. podgy or pudgy or chubby or plump (FAT 5)

1.6 a.

Helpful/Not Damaging

Damaging

slender

emaciated

slim

scrawny

teenager

skinny

young woman

adolescent

petite

squirt

tiny

brash

confident

strong-willed

self-assured

ruthless

determined

boisterous

single-minded

hyperactive

strong-willed

conceited

dynamic

bigheaded

energetic

vain

stuck-up

b. Sample interview with Miss Sophie Stardust

Interviewer: Now let me ask you, Miss Stardust, what were
your first impressions of Laura Charisma?

Sophie: Well, I first met her at a party in New York last
year. I thought she was charming, a slim dynamic
young woman - 1 was surprised how tiny she was.

Interviewer: She has been criticized for being conceited.
What do you think?

Sophie: She’s definitely not conceited, but she is very self-
assured. When you’re successful people will always
have a go at you about something.

Interviewer: So you don’t agree, either, that she is ruthless
and tramples on people who get in her way?

Sophie: It’s rubbish. Of course you have to be firm with
people in this business, or you get trampled on
yourself. Laura is a very determined, strong-minded
person, that’s all.

Answer Key

Interviewer: And finally, Miss Stardust, where do you see
Laura Charisma in five years’ time?

Sophie: Right at the top. She’s confident and energetic,
and above all, extremely talented.

Interviewer: Well, thank you very much, Miss Stardust.

Sample interview with Miss Sophie Sourgrapes
Interviewer: Now let me ask you, Miss Sourgrapes, what
were your first impressions of Laura Charisma?
Sophie: Well, I first met her at a party in New York last
year. I thought she was weird, an emaciated,
hyperactive adolescent.

Interviewer: That seems rather a harsh judgement, doesn’t
it? She’s only sixteen, after all.

Sophie: Yes, and she’s got a lot to learn. She’s so brash
and bigheaded she’s upset everyone in the profession
already.

Interviewer: But you have to be very confident and single-
minded in the music business.

Sophie: Laura Charisma is not just single-minded, she’s
completely ruthless. I can’t stand her.

Interviewer: And yet she’s been picked to represent us in
the Eurowide Song Contest this year.

Sophie: We always lose, and this year I think that’s
guaranteed!

Interviewer: Well, thank you very much, Miss Sourgrapes.

1.7 stale: sandwiches sour: cream rancid: lard

sponge cake milk fat

walnut cookies olive oil

doughnuts margarine

1.8 a. damp

b. damp: gloves moist: soil clammy: handshake
skin skin skin

grass chocolate cake palms

walls palms

1 .9 a. provisional b. makeshift c. interim d. stopgap

1.10 (1) went wrong

(2) cut out

(3) broken down

(4) crashed

(5) packed up
1.111. b. come on-stream

2. d. runs

3. c. in working order

4. c. runs on

5. d. operational
1.12/ meat, eggs, spaghetti

✓ cheese, carrots, Parmesan, coconut
1.13 a. a machine, a light, or a piece of electrical
equipment

b. a light, a kettle, a radio, a TV, a heater, a gas fire,
etc

c. an alarm, a siren, etc

d. a light, a lamp

e. a clock, a toy, or any other machine that does not
have a power supply

f. a car, an engine, a motor

g. a piece of equipment that is attached to a power
supply

1 .14. When Patrick came in, he set the burglar alarm off.

He switched it off/turned it off and put on/switched
on/turned on the light and the electric fire. He went
into the kitchen and turned the water/the water supply
back on. He turned on the tap and put the kettle on.
Then he went through to the living room and put
on/switched on/turned on the TV.

(The phrasal verbs in this exercise can all be split
according to the usual rules (which you will find more
about in Unit 2), so your answer may vary slightly
from this one.)

1 .1 5 ✓ a happy childhood, schooldays, a skiing holiday
X paying the rent, an operation, being mugged

Some people might reminisce about life in prison,
but it is not very likely!

1 .16 a. a road, a river, etc

b. something such as a vehicle, ship, or plane

c. something such as a bird or aircraft

1.17 a. My government would like to take this opportunity

to send/offer/extend its sincere condolences to the
people of your country on this sad occasion. .

b. I was so sorry to hear of the death of your father.
(This is less formal than “I would like to offer my
sympathy to you, etc”, and therefore better for a
close friend.)

c. Bad luck about the driving test!

1.18 a. lam writing to express my thanks/gratitude for the

help you gave my father after his accident last
week.

b. I would/should like to thank my colleague Jenny
Irons for all her advice.

or, formally

The author of this book wishes to acknowledge the
valuable contribution of Dr J Irons, who ....

c. I felt I would like to show my appreciation of all your
kind help in some way, so I am sending this small
present and a big thank-you!

ACTIVITY I

b. carve (CUT 5)

c. press (SQUASH 1)

d. grate (CUT 6)

e. mince (British) or grind (American) (CUT 6)

f. grind (SQUASH 1)

g. chop (CUT 6)

h. shred (CUT 6)

ACTIVITY II

In the latest (NEW 3) book in the Anna Temple series, we
find the fearless (BRAVE 3) schoolgirl detective Anna
Temple taking part in (TAKE PART/BE INVOLVED WITH
1) yet another murder mystery. A corpse (BODY 4) has
been discovered in the library at Cholmondely Grange. The
victim has been strangled (BREATHE 10) with his own
bootlaces. The police have been brought in to investigate
(INVESTIGATE 1) the crime, but Anna Temple beats them
to it yet again! This nailbiting (EXCITED 6) story will keep
you on tenterhooks (EXCITED 3) until the very last moment
and will not fail to satisfy the most discriminating (TASTE IN
CLOTHES, MUSIC ETC 3) reader.

Answer Key

UNIT 2 USING WORDS CORRECTLY

2.1 Many old people are relying on the government to help
them with their fuel bills this winter.

Many old people are relying on the government for their
help with their fuel bills this winter.

2.2 b. He couldn’t deter Jake from going ahead with the

expedition. (PERSUADE 12)

c. We failed to get the contract. (FAIL 1)

d. The doctor said it was dangerous, but she persisted

in smoking. (CONTINUE/NOT STOP 2)

e. ✓ This sentence is correct. (EXPLAIN 3)

f. The police officer signalled us to stop.

(SIGN/GESTURE 2)

g. He fully expected to be dismissed. (EXPECT 1)

h. This new drug represents a significant advance in
the fight against this disease. (BE 1)

i. The police accused him of murdering the girl.

(ACCUSE 1)

2.3 Many guests complained about the hotel, and said that
there was absolutely no relationship between the
holiday brochure and the conditions there.

2.4 a. exchanged it for (EXCHANGE 1)

b. bored with (BORING 7)

c. convinced them of (PERSUADE 6)

d. emphasis on (EMPHASIZE 3)

e. gloating over (ENJOY/LIKE DOING STH 4 and

HAPPY 6)

f. tested on (EXAM/TEST 4)

g. comprehensible to (UNDERSTAND 10)

h. knowledge of (KNOW STH 13)

2.5 b. get it back (GET 10)

c. let him in (ENTER 8)

d. dealing in them (SELL 5)

e. allowed for them (PREPARE 3)

f. pick you up (TAKE/BRING 3)

g. polished it off (EAT 6)

h. put up with them (STAND/BEAR 1)

2.6 a. I have no intention of applying for the job. (INTEND

2 )

b. Ronald Biggs managed to break out of prison.
(ESCAPE 3)

c. He is fond of telling other people what to do.
(ENJOY/LIKE DOING STH 1)

d. She read the message several times, then tore it up.
(TEAR 2)

e. That colour really suits you. (SUIT/LOOK GOOD
TOGETHER 1)

f. There seems to have been a misunderstanding.
(SEEM 1)

g. The workers will not go on strike for fear of further
~ job losses. (FRIGHTENED 2)

h. She wandered round the exhibition, glass in hand.

(HOLD 1)

2 ~ a. dong WASH 7)

b. made (MISTAKE 1, 4)

c. have [WASH 1)

d. do (DO 1 and JOB TASK 1)

e. ha ving or holding or giving or throwing (PARTY 4)

f. perform or conduct or carry out (CURE 4 and DO 1 )

g. made or arrived at or reached or came to (DECIDE
2 )

h. committed (DO 6 and KILL 2)

i. giving (CLASS/LESSON 1 and DO 1)

j. made or did (COUNT/CALCULATE 9 and DO 1)

2.8 All my children have healthy or good appetites.

2.9 b. a violent or deep hatred (HATE 3)

c. a very serious problem (PROBLEM 1)

d. a sudden sharp or stabbing pain (PAIN 1)

e. bitter controversy (DISAGREE 6)

f. deep concern (WORRIED 6)

g. severe or fierce criticism (CRITICIZE 6)

h. a sudden irresistible urge (WANT 9)

2.10 b. I am deeply/keenly interested (INTERESTED 2)

c. They were bitterly disappointed (DISAPPOINTED 1)

d. The President greatly admires ... (ADMIRE 1)

e. Keeping pets in college rooms is strictly forbidden.
(FORBID 4)

f. “Yes, I’m absolutely positive.” (SURE 1)

g. I don’t think Phil has fully recovered ...
(RECOVER/GET BETTER 1)

h. She was obviously desperately unhappy.
(SAD/UNHAPPY 1)

2.11 a.

enjoy approve disapprove disagree recommend regret
highly ✓

deeply ✓

thoroughly ✓ ✓ ✓ ✓

immensely ✓

strongly

bitterly

✓

crime

criticism damage

illness

problem

punishment

severe

✓ ✓

✓

harsh

✓

serious ✓

✓

2.12 She was a good player in her day, but now she’s
definitely: past it.

: over the hill.

: a bit long in the tooth.

2.13 b. The decisions about the future of the nuclear

industry are being made behind closed doors.
(SECRET 6)

c. After hours of washing and scrubbing, the kitchen
was spotlessly clean or spick and span. (CLEAN 1)

d. Research into the new vaccine is making great
strides, and it should be ready early next year.
(PROGRESS 2)

e. I’m bored to tears or I’m bored stiff or I’m bored out
of my mind with working in this office. (BORING 7)

f. I’m not going to tel! your children - that’s down to
you. (RESPONSIBLE 2)

g. He was furious when she said he’d never make a
good teacher and swore to make her eat her words.
(ADMIT 4)

Answer Key

h. You’ve obviously got something important to tell me,
so stop beating about the bush (British)/beating
around the bush (American) and get to the point!
(AVOID 5)

REVIEW ACTIVITY

If we go for a stroll in a park we are likely to or we will
probably (1) see people running, jogging and doing (2)
exercises there. You also often hear or overhear (3)
people talking (4) about diet and sport in the office, at the
bus stop and in the supermarket. There is a sort of general
obsession with/about or fascination for/with (5) these two
subjects. Everybody is trying to be (6) fit, athletic, slim and,
therefore, healthy.

(1) PROBABLY 1

(2) EXERCISE 4

(3) HEAR 1

(4) TALK TO SB 1

(5) OBSESSION 1

(6) TRY TO DO OR GET STH 1

UNIT 3 WRITING

3.1 a. section 4

All of the words in section 4 could be used, except artistic,

b. Pia is wearing a gorgeous new creation by Giorgio
Feriman: a beautiful ball gown in exquisite rainbow
colours. It is worn here with a stunning diamond
necklace and elegant full-length gloves.

3.2 a. section 5

KEY WORD

SECTION(S)

WORD(S) CHOSEN

old-fashioned

quaint, old-time

small

compact

cheap

be good value, be a good
buy, be a bargain

interesting

unusual, have character

near

1,4

Most of these words could
be used.

comfortable
b. Brooklyn area

comfortable, cozy, snug

This is a delightful compact furnished apartment in a very
popular area of Brooklyn. It has three rooms. The kitchen
and bathroom have some unusual old-time equipment and
fittings that lend them a great deal of character, and the
wonderfully snug bedroom has most attractive curtains and
wallpaper which will suit any taste.

The apartment is within easy walking distance of the
railroad station and local stores. Being so compact, it is
very economical to run. All in all, a fine buy for any young
professional person, and a bargain at $90,000.

3.3 (1) put me up (STAY WITH SB, IN A HOTEL ETC 5)

(2) arranged (ARRANGE A MEETING, EVENT ETC 1)

(3) reserved or booked (BUY 4)

(4) tips or advice (ADVISE 5)

(5) processed (DEAL WITH 2)

(6) regulations (RULE/REGULATION 1)

(7) hire (British) or rent (American) (BORROW 3)

(8) depend on or rely on (NEED 3)

(9) recommend or suggest (SUGGEST 1)

(10) can’t wait or am dying (WANT 4)

a. (1) travelled

(TRAVEL 1)

(2) were allowed to (LET/ALLOW 1)

(3) found

(FIND 3)

(4) lived

(LIVE SOMEWHERE 1)

(5) strict

(STRICT 4)

(6) finish

(FINISH DOING STH 1)

(7) set up or start up (START STH/MAKE STH

START 3)

(1) consisted of

(CONSIST OF/BE MADE OF 1)

(2) spoiled or spoilt i/(BAD PERSON 5)

(3) memory ✓

(REMEMBER 5)

(4) of

(REMEMBER 5)

(5) remember vividly

(REMEMBER 4)

(6) took it off or

tore it off

(TAKE OFF CLOTHES 1)

(7) refused to wear

(REFUSE 1)

(8) own or have

(HAVE 1, OWN 1)

(9) specializes in

(KNOW STH 4)

T 4 PREPARING FOR AN EXAMINATION

4.1 c. refreshments

4.2 1. b. cool (COLD 1)

2. c. corpse (BODY 4)

3. c. prune (CUT 8)

4. a. repaired (REPAIR 1)

5. a. mob (CROWD 2)

6. c. pick (CHOOSE 1)

7. d. exchange (ARGUE 5)

8. c. corroding (DECAY 5)

4.3 (1) d. fad (FASHIONABLE 6)

(2) b. nature (CHARACTER OF STH 1)

(3) c. prepared (MAKE 6)

(4) a. insure (CERTAINLY/DEFINITELY 4)

(5) b. preserved (KEEP/STORE 1)

(6) c. exploited (USE STH 2)

(7) c. cuisine (COOK 7)

(8) a. range (VARIOUS/OF DIFFERENT KINDS 5)

4.4 (1) c. a carbon copy (SAME 2)

(2) b. like-minded (SAME 10)

(3) c. etiquette (RULE/REGULATION 2)

(4) d. gossip (RUMOUR/RUMOR 1)

(5) b. miserable (SAD/UNHAPPY 1)

(6) d. despondent (SAD/UNHAPPY 2)

(7) c. jogged (RUN 2)

(8) d. heartbreaking (SAD/UNHAPPY 9)

(9) a. refuge (SAFE 5)

(10) b. treated (CURE 2)

4.5 a. Elderly patients often find it difficult to shake off

common cold infections. (RECOVER/GET BETTER
1)

b. The SCUD missiles were purchased from an
unnamed arms dealer. (BUY 1)

c. She returned the collection of magazines to them.
(GIVE 11)

d. The surgeon always performs or conducts or carries
out operations on Wednesday mornings. (CURE 4)

e. Agnes had been living very well since she had
inherited half a million dollars from her aunt. (GET 3)

Answer Key

f. The president’s physician was concerned that Mr
Coolidge had put on a lot of weight since the
election. (FAT 7)

g. It occurred to film producers that they could keep
costs down by using local people to work in crowd
scenes. (REALIZE 1 and THINK STH/HAVE A
THOUGHT 1)

h. The inquiry decided that their supervisor was
responsible for the accident. (CAUSE 1 and
FAULT/BE SB’S FAULT 1)

4.6 c. leased

4.7 l.b. exiled (LEAVE YOUR HOME/COUNTRY 5)

2. b. cut off (CUT 4)

3. d. rush (HURRY 1)

4. c. train (TEACH 1)

5. d. described (DESCRIBE 2)

6. a. a hold-up (DELAY 3)

7. d. on the dot (EXACT 3 and ON TIME 1)

8. c. an outline (SUMMARIZE 2)

4.8 a. 2. long and boring (READ 5)

b. enough or sufficient (ENOUGH 1)

c. optional and voluntary (MUST 8)

d. They accept it without thinking about it. (THINK
ABOUT 9)

e. selective (CHOOSE 9)

f. If you ‘shop around’ for something, you go to
several different shops comparing its price before
deciding where to buy it. (BUY 5)

‘shop around’ for something you look at or try several
different possibilities before choosing one, so that you
choose the best or cheapest one. (CHOOSE 9)

4.9 a. If you feel contempt for someone, you hate them

because you think they are worthless, unimportant,
or not worth considering. (HATE 3)

b. Someone who is ‘inscrutable’ shows no emotion or
reaction in their face, so it is impossible to guess
what they are thinking or feeling, (EXPRESSION
ON SB’S FACE 3)

c. The writer means that nothing ever happened after
such incidents. (AFTER 5)

d. A conspiracy is a secret plan by two or more people
to do something bad, harmful, or illegal. (PLAN 6)

e. A myth is something that you/a lot of people believe
because you/they want to believe it, and not
because it is based on fact. (BELIEVE 15)

The writer says the Brotherhood might be a myth
because he has no evidence of its existence.

f. ‘Fleeting’ means ‘lasting only a very short time’.
(SHORT TIME 3)

UNIT 5 VOCABULARY DEVELOPMENT

5.1 a. Nabila seems to know everything. She’s incredibly
brainy. (INTELLIGENT 1) (clever or smart are
possible, though less likely.)

b. Joseph Kennedy had the reputation for being
remarkably astute or shrewd - both in choosing his
political friends and his political enemies.

(INTELLIGENT 4)

c. Oh, come on, Alan, don’t be so obtuse!
(STUPID/NOT INTELLIGENT 1)

d. It seems that Peter has severe learning difficulties
and will need special education during the next few
years. (STUPID/NOT INTELLIGENT 2)

e. Ask Mrs Shipton - she always knows what to do.
She’s very wise. (INTELLIGENT 6)

5.2 b. It is pitch dark or pitch black down in the cellar.

(DARK 1)

c. As someone who hates being in a large group, I
was horrified to see that the stadium was swarming
with people. (CROWD 6)

d. Pam is a lovely lady, always very sympathetic and
ready to lend an ear to other people’s problems.
(LISTEN 1)

e. The committee decided that it would like to show its
appreciation to the orchestra’s conductor by
arranging a gala concert on his birthday. (THANK 1)

f. Once when I was driving across Nova Scotia, I was
scared stiff or scared out of my wits or scared to
death by the sudden appearance of a moose in my
cars headlights. (FRIGHTENED 1)

g. Christine’s got a new job. She’s over the moon
about it. (HAPPY 5)

h. Flight BA 317, with the Belgian prime minister on
board very nearly struck or came close to striking or
came near to striking or came within inches of
striking a stationary plane on the runway at
Heathrow yesterday. (ALMOST 3)

5.3 a. a hotel, an office, an apartment etc (EXPENSIVE 3)

b. traffic, a crowd, water etc (SLOW 1)

c. support, opposition (UNITE 5)

d. a small town or village (BUSY PLACE 4 and
PEACEFUL 1)

e. trust, loyalty, admiration, concern etc
(WRONG/INCORRECT 2)

f. a sewing kit, a repair kit, a shaving kit, a first aid kit
etc (EQUIPMENT 1)

g. a supply, a source, a list etc (FINISH/USE ALL OF
STH 4)

h. a claim, an allegation etc (PROVE 2)

5.4 b. dress up in (PUT ON CLOTHES 1)

c. spied on (SPY 1)

d. picked at (EAT 8)

e. relevant to (CONNECTED WITH 5)

f. coincided with (TIME/AT THE SAME TIME 3)

g. straight with (HONEST 2)

h. notorious for (FAMOUS 5)

5.5 a. You could knock on or tap on or rap on or hammer

on a door. (HIT 7)
b. 1. heave

2. hurl or fling

3. bowl

4. toss

Answer Key

7. (1) tapped or knocked (HIT 4)

(2) knocked or tapped or rapped (HIT 4)

(3) hammer (HIT 4)

(4) heaved (THROW 3)

(5) tossed (THROW 2)

(6) bounced off (HIT/BUMP INTO 4)

(7) thrown (THROW 1)

(8) threw (THROW 1) or hurled (THROW 3) or
catapulted (THROW 9)

Longman Group UK Ltd,

Longman House , Burnt Mill , Harlow ,

Essex CM20 2JE, England

and Associated Companies throughout the world.

AH rights reserved; no part of this publication may be
reproduced , stored in a retrieval system , or transmitted
in any form or by any means, electronic, mechanical,
photocopying, recording, or otherwise, without the prior
written permission of the Publisher .

5.7

Across

6. brim (FULL 1)

7. up (TIDY 2)

8. out (COUNT/CALCULATE 2)

10. peer (LOOK AT 6)

1 1 .free (FREE/NOT IN PRISON 2)

12. doornail (DEAD 1)

15. at (SHOOT 1)

16. threat (DANGEROUS 2)

Down

3. spiteful (CRUEL 4)

4. engaged (MARRY 5)

5. jumped (ACCEPT 2 and CHANCE/OPPORTUNITY 4)

9. tenant (LIVE SOMEWHERE 9)

13. out (FINISH/USE ALL OF STH 1)

14. era (PERIOD OF TIME 2)

PRACTICE ACTIVITIES

1. A pineapple

ACKNOWLEDGEMENTS

Thanks are due to the following for permission to
reproduce copyright photographs.

J Allan Cash Ltd: p 18; Elizabeth Whiting &
Associates: p 41 ; Camera Press Ltd: p 44 top left; The
Telegraph Colour Library: p 44 bottom left; Robert
Harding Picture Library: p 44 right.

First published 1993
ISBN 0582 10033 X

Set in 9 on 12pt helvetica

Printed in Great Britain
by Scotprint Ltd, Musselburgh

JR WJ

MyMahbub.Com

*>«►

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U.K, Net Price Only

£ 3.99

^ LONGMAN

Longman

Language

■^Workbook

The Longman Language Activator Workbook lias been
specially written to accompany the Longman Language
Activator, the world’s first production dictionary. Using a
variety of exercise types and authentic materials, the
workbook helps you to get the most out of this exciting
new learning took

The introduction explains dearly how to use the
dictionary’s special features, while subsequent units
explore these in more detail, showing htnv to choose and
use words correctly The workbook also shows you how
the Activator can help you successfully prepare for an
examination such as the Cambridge First Certificate
Examination, and can be used as a powerful resource to
help you expand your vocabulary

O lively exercises and activities for further practice
□ attractive illustrations and photographs

HI full reference to the Longman Language Activator
throughout

H can be used in the classroom or For self Study
H full answer key

Susan Maingay

Susan Maingay has worked
as a lecturer, teacher trainer,
materials writer and consultant
in France, Thailand, Hong Kong,
Mexico and China. Apart from
many articles on aspects of
English language teaching, she
wrote Making Sense of Reading.

She was Editorial Director in
Longman HLT Dictionaries until
1990, and is currently Projects
Director for the British Council
in Lithuania, Latvia and Estonia*

Chris Tribble

Chris Tribble wrote the
Longman Writing Skills series
with Andy 1 1 op kins and has
written a forthcoming hook on
Advanced Writing for Longman.
He has been a teacher, lecturer
and teacher trainer in France,
China and the UK — w ith
students in primary, secondary,
higher and adult education, and
is currently English Language
Teaching Consultant for the
British Council in Lithuania,
Latvia and Estonia.

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